ELP 513: CULTURAL DIVERSITY in HIGHER EDUCATION Fall 2015

Tuesdays – 1:00-3:50 P.M.474 Baldy

Faculty: Dr. Raechele L. PopeAssociate Professor, Higher EducationEducational Leadership & Policy Department487 Baldy HallBuffalo, NY 14260-1000Phone : (716) 645-1098Email: rlpope@buffalo.eduOffice Hours: Tuesdays, 10:30am – 11:30am, and by appointment*

* These are open office hours and no appointment is necessary so please feel free to just drop-in to see me. However, during these hours I would like to be available to as many students as possible, therefore, these times are reserved for discussions that can be handled in about 10 or 15 minutes. When additional time is needed, please do not hesitate to make an appointment to see me. For those of you who commute long distances, if it would be more convenient for you to schedule telephone appointments, I will be happy to accommodate you. Telephone appointments also are scheduled via E-mail. Also, feel free to address course questions and advising issues via E-mail.

GENERAL COURSE DESCRIPTION AND PURPOSEThis course is the first in a series of courses designed to explore cultural diversity in educational settings. The cultural diversity series is intended to help students to develop an awareness and deeper understanding of cultural diversity issues. The series also challenges students to understand themselves, other people, and institutional structures in increasingly complex and dynamic ways. This first course, Cultural Diversity in Higher Education (ELP 513), is designed for all students regardless of prior course work or training in cultural diversity issues. ELP 513 will explore cultural diversity specifically in relation to gender, race, religion, sexual orientation, ableism, and social class. This course will use developmental and sociological concepts to analyze social identity formation, social group differences, inter- and intra-group differences and relations. Concurrently, this course will explore models for implementing successful diversity management initiatives.

STUDENT LEARNING OUTCOMESHigher education in the United States has been challenged to build more inclusive and pluralistic learning communities within its institutions for students, faculty, and staff. These issues of social and public difference are fraught with conceptual and practical landmines, as well as opportunities for innovation and transformation. Our own inclinations and biases regarding these issues shape both how we see each other and how we hear each other. These mental frameworks have even crept into our interpretations of how students ought to and need to develop and into how we have designed our learning environments and educational goals. To become effective competent practitioners in this increasingly diverse environment, we must identify our own frameworks as well as train ourselves to deal respectfully with others’ perspectives while understanding that no one owns the rights to this conversation.

Therefore, this course attempts to introduce (or re-familiarize) students to ways in which issues of difference extend beyond individual relationships to the systems in which people operate and the interactions of individuals with and within these systems in the unique context of colleges and universities. Moreover, we will discuss multiple perspectives about these issues of difference and determine how and whether they can be useful to us as educators invested in the learning, development, and growth of students. By the end, it is hoped that you will leave this course having achieved or made significant progress toward the following outcomes:

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• To develop increased self-awareness of what it means in the U.S. to be a person of your race, ethnicity, sex, gender identity, social class, age, ability, and religion as well as an understanding of how these categories affect those who are different from you and their participation in higher education.

• To develop greater fluency with how categories of race, ethnicity, sex, gender identity, social class, religion, sexual orientation, ability, and age intersect within higher education campus communities.

• To expand your abilities to think critically and communicate effectively about controversial contemporary issues that stem from the race, ethnicity, sex, gender identity, social class, religious, sexual orientation, ability, and age-related differences that pervade our society and influence our campuses.

• To develop an awareness of the effects of structural inequalities and prejudicial exclusion in higher education, and to understand notions of difference, discrimination, bias, and privilege and how they manifest on college campuses.

To add to your conceptual and professional toolkit necessary for understanding the social realities and problems that exist currently on college campuses related to issues of difference.

REQUIRED TEXTS/READINGS

Cuyjet, M. J., Howard-Hamilton, M. F., & Cooper, D. L. (2011). Multiculturalism on campus: Theory, models, and practices for understanding diversity and creating inclusion. Sterling, VA: Stylus.

Johnson, A. G. (2006). Privilege, power, and difference (2nd Edition). New York: McGraw Hill.

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco: Jossey-Bass.

Additional required readings (see page 7) are located on the course web site (UB Learns) under the “Texts/Readings” menu. Supplemental readings may be added throughout the course based on our class discussions and your recommendations. A bibliography of recommended texts and articles will also be disseminated. This evolving document is useful source for this course and for research on multicultural competence, multiculturalism, and diversity.

REQUIREMENTS AND EVALUATION CRITERIA1. Attendance and Participation: I expect that all students will complete ALL assigned readings BEFORE

the class for which they are assigned. This is such an important part of the course; I will say it again but a bit differently. Please read each assignment, take notes, and come to class prepared to discuss our course materials. We will all learn more if everyone participates in the conversation. You are expected to be prepared for class and participate actively in large class discussions, small group work, and experiential exercises. Plan to attend all of our class meetings. If you need to be absent or late, or if you need to leave early, please let me know in advance via email. Attendance and participation will be taken into account in the evaluation of your course performance. It is your responsibility to obtain copies, record notes, and assignments from a classmate if you are absent. It is important to note that each week I will take attendance and will record participation. Only students who attend every class are eligible for full attendance points.

A Guide to the Reading and Class Preparation: This is a graduate level class and as such reading is a significant and important component of class preparation. I don’t think I assign much reading for a graduate school course. In fact, I make a very conscious choice to assign fewer readings but then the trade-off is that I expect you to complete all of them.

My advice on the reading is guided by the way I see multicultural and diversity issues – and that’s in terms of multi-layered puzzles. What don’t we understand? What can’t we explain using what others have said or done? What do we want to know that we don’t already? What is below the surface? The course is structured around one great big puzzle concerning the functioning of cultural diversity, multiculturalism, but each individual session is focused on a smaller segment of that puzzle. Individually, the readings will provide

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pieces of the puzzle—not a grand solution; collectively, however, they might provide possible answers—and I do mean answers plural, perhaps conflicting or even contradictory ones. Your job in reading and our job in class is to piece the puzzle together – to move beneath and between the layers —to distill the insights and implications of what we read and use them to help illuminate questions.

So, as you read, you generally want to ask yourself three sets of questions:

What’s the main point here? What does the author argue influences or causes what? What concepts does he/she use to explain what phenomena?

How does this relate to what else we’ve read? Does it complement or contradict other insights? Does it provide evidence for or against an existing theory or argument?

How does this fit in the big puzzle? What sort of leverage does it give us on the particular subject we’re covering? What does it suggest to us about the broader question of interest?

2. Picture My Privilege: To encourage a more in-depth understanding of your privilege, you are expected to take a photograph of something in your life that best represents or exemplifies your privilege. Then you are expected to prepare (in writing) a short reflection (no more than three paragraphs) about why you chose the photo and how it relates to what you have learned about privilege in your life. Connect your awareness of privilege to the course readings and discussions. You will share this reflection in class. DUE DATES: Electronic photo (jpeg) due September 6th at Noon; Reflection paragraphs due in class on September 8th

3. Class Discussion Dyads: For this assignment, each student will be part of a Class Discussion Dyads (in some cases triads) that will be responsible for leading and facilitating classroom discussion for a particular week. The membership of your dyad as well as your class topic will be assigned early in the term so you will have time to prepare. Your group is expected to meet in advance and develop questions that will lead to a complex classroom discussion around the issues for that week. Your grade will be determined by your ability to facilitate an effective classroom discussion. Each team must submit their classroom discussion questions (for both the small and large group) to me at least ten days prior to your assigned discussion date. Additional details are provided in the assignment description at the end of the syllabus. DUE DATES: VARIED.

4. Social Action or Immersion Project : In order to better understand others who are culturally different from you, it is useful to immerse yourself in other cultures, increase your social contact with others, and possibly experience a new “minority status.” You have the option to either (a) attend at least two activities or events related to a specific social identity group other than one of your own, or (b) provide some type of service to a social justice related group or organization (on more than one occasion) that addresses issues that do not pertain to your social identity groups.

Choose an activity or service that stretches your personal comfort zone and is of significant interest or meaning to you. You are expected to make an earnest effort to truly immerse yourself in these experiences. The possibilities are truly endless, limited only by your interests, curiosity, and willingness to take risks. You are expected to get permission for your project in advance. A completed proposal form will be due on September 15th. Finally, you are expected to take this cultural plunge on your own: no other member of this class, a friend, or your family may participate with you.

Upon completion of your project experiences, write a 6-8 page typed reaction paper that addresses: (a) the reasons you selected this activity/service, (b) your assumptions, biases, and stereotypes regarding the activity/services, (c) your reactions, feelings, and insights during and after the excursions, (d) what you learned from the experience –about the individuals you interacted with and yourself, and (e) how these excursions will benefit you both personally and professionally. Your paper is not meant to recount the

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activities/services but rather to be an integrative exploration of your reactions and insights. Be prepared to discuss this assignment during the last class. DUE DATE: November 3rd.

5. Final Project: The final assignment will require you to analyze and synthesize knowledge gained from the coursework (readings, class discussions, assignments) and your own analysis of social diversity, personal exploration, and multicultural competence. Groups (no more 5 students) will work together to develop an interesting and creative presentation of their final reflections. Your group might create a performance, interactive class activity, or artistic representation. Your presentation should be planned for approximately 30 minutes. Due November 17th or December 1st.

Evaluation Criteria: Assignment values:Attendance and Participation…………….……………………..…15Picture My Privilege (jpeg and reflection)...…….…………...……10Class Discussion Dyad........…….………………………………....20Social Action/Immersion Project…………………………..….......40Final Group Project………….………………………………...…..15

100 pointsGrading Scale: Final letter grades will be awarded based on point totals as follows:A 95 – 100 C+ 77 - 79A- 90 – 94 C 74 - 76B+ 87 – 89 C- 70 - 73B 84 – 86B- 80 – 83

Yes, it is possible to earn grades lower than C’s and unfortunately students have demonstrated this in previous years. However, these grades are completely preventable provided students are willing to commit to the time an attention needed to succeed in graduate school. See the Department policy on acceptable grades for continued enrollment.

Grades of “Incomplete” are extremely rare and - without highly unusual circumstances - not an option in this course with this professor.

WRITING STANDARDSAs a graduate student you are expected to have strong writing skills. As such, the written work you submit should be clear, well organized, and free of grammar and syntax errors. It is also expected that all papers (and other submitted work) will be carefully proofread prior to submission. If you have concerns about your writing abilities or realize that you need assistance contact the appropriate support offices at UB for tutorial support and skill building.

In addition, all written work must be submitted in correct APA style according to the Publication Manual of the American Psychological Association (6th Edition). If you do not already own the APA manual, I strongly recommend that you purchase it.

ACADEMIC INTEGRITY“The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect for others’ academic endeavors. By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgments.” (Adapted from the University of Wisconsin’s Student Disciplinary Guidelines). 

Academic dishonesty will result in the automatic failure of the assignment, and very possibly of the entire course. All of your work in this class is expected to be original to you and to this class. You are expected to

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provide proper citations and references when citing the work of others. Also, recycling papers from other classes is academic dishonesty. The bottom line is to ALWAYS (on exams, papers, projects, and presentations) do your own, original work, give credit to others for their ideas, and when in doubt, consult with your professor.

Plagiarism and cheating are very serious offenses, so I urge you to contact me if you need clarification regarding issues of academic integrity before submitting an assignment. University procedures will be followed in the event of suspected academic dishonesty, as detailed at: http://grad.buffalo.edu/Academics/Policies-Procedures/Academic-Integrity.html

COURSE WEBSITE AND UB EMAIL ACCESSUBlearns will serve as an information center for our course, and should be checked regularly. You can log on to the course website at http://ublearns.buffalo.edu with your UBIT name and password. Because important course information may also be distributed to your UB email address, it is expected that you will regularly check this account. Please direct any technical questions or problems to the CIT Help Desk (phone: 716-645-3542; email: cit-helpdesk@buffalo.edu; website: http://helpdesk.buffalo.edu/).

STUDENTS WITH CHRONIC OR TEMPORARY DISABLING CONDITIONSStudents who have conditions that may require accommodation should contact the Office of Accessibility Resources to receive accommodations for physical and learning disabilities, located at 25 Capen Hall, 716-645-2616. http://www.student-affairs.buffalo.edu/ods/

INTERNATIONAL STUDENTSThe English Language Institute at UB offers services to assist international students in their learning of English as a second language in order to better assist them with their studies. If you are interested in this program, you can go to their office at 320 Baldy Hall, call (716) 645-6198, or visit their website: http://wings.buffalo.edu/eli/.

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ELP 513 Tentative Course Schedule and Reading Assignments

Date Topic Readings/Assignments Due

September 1 Introduction and Overview PMP JPEG due Sunday, September 6th by Noon

September 8 World View and Multicultural Awareness McCarthy (2005); Myers, et al (1991)IAT Results DUE Wednesday, September, 9th by NOON

September 15 Privilege & Difference Johnson (ALL); **McIntosh (2000); **Watt (2007); *Crosley-Corcoran (nd)Immersion Proposal

September 22 Social Oppression & Social Identity Development, Part I **Jackson & Hardiman (1997)

September 29 Social Oppression & Social Identity Development, Part II Cuyjet, et al (Section 1- ALL)

October 6 Race Cuyjet (Chapters 5-10); **Moore (2000)

October 13 Gender & Sexual Orientation Cuyjet (Ch. 12 & 13); **Blumenfeld (2000A); **Blumenfeld (2000B); **Deihl & Ochs (2000); **Hackman (2000); **Herek (2000); **Killermann (2011); **Killermann (2102); **Kimmel (2000); **Lorber (2000); **Scott (2000); **Steinmetz (2014)

October 20 Disability and Religion Cuyjet (Chapters 15-16); **Davis (2011); **Goodman & Mueller (2009); ** Henning (2007); **Kingkade (2015); **McCarthy (2007); **Svokos (2015); **Watt (2009)

October 27 Nationality and Nontraditional Cuyjet (Chapters 11 & 14); **Choudaha (2012); ** Peters, et. al (n.d.); **Ross-Gordon (2011)

November 3 Multicultural Competence Pope, et al. (2004) (ALL); Cuyjet (Chapters 1 &17); **Stewart (2008)Immersion Paper

November 10 Presentations Final ProjectNovember 17 Presentations Final ProjectNovember 24 Out of Class Assignment View at least two movies from

the list provided - be prepared to discuss

December 1 Future Directions Pope, et al. (2004) (Ch. 10)

December 8 Course Wrap up and Evaluation Review all course materials

**Readings are located on the ELP 513 UBlearns website

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Additional Required ReadingsAvailable on UBLearns

Blumenfeld, W. J. (2000). Heterosexism. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 261-266). New York: Routledge.

Blumenfeld, W. J. (2000). How homophobia hurts everyone. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 267-275). New York: Routledge.

Choudaha, R. (2012). Not all International students are the same: Understanding segments, mapping behavior. Retrieved from http://wenr.wes.org/2012/08/wenr-feature-2012-not-all-international-students-are-the-same/

Crosley-Corcoran, G. (n.d.). Explaining White privilege to a broke White person. Retrieved from http://occupywallstreet.net/story/explaining-white-privilege-broke-white-person

Davis, J. (2011). Students as institutional mirror: What campuses can learn from nontraditional populations. About Campus, 16, 2-10.

Deihl, M. & Ochs, R. (2000). Biphobia. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 276-280). New York: Routledge.

Goodman, K. M., & Mueller, J. A. (2009). Invisible, marginalized, and stigmatized: Understanding and addressing the needs of atheist students. In S. K. Watt, E. E. Fairchild, & K. M. Goodman (Ed.), Intersections of religious privilege: Difficult dialogues and student affairs practice (New Directions for Student Services, No. 125) (pp. 55-63). San Francisco: Jossey Bass.

Hackman, H. (2000). Sexism. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 199-203). New York: Routledge.

Hardiman, R., & Jackson, B. W. (1997). Conceptual foundations for social justice courses. In M. Adams, L. A. Bell, & P. Griffin (Ed.), Teaching for diversity and social justice (pp. 16-29). New York: Routledge.

Henning, G. (2007). What happens if others find out? About Campus, 12, 26-29.

Herek, G. M. (2000). Internalized homophobia among Gay men, Lesbians, and Bisexuals. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 281-283). New York: Routledge.

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Killermann, S. (2011). 30+ examples of cisgender privilege. Retrieved from http://itspronouncedmetrosexual.com/2011/11/list-of-cisgender-privileges/

Killermann, S. (2012). The genderbread person v2.0. Retrieved from http://itspronouncedmetrosexual.com/2012/03/the-genderbread-person-v2-0/

Kimmel, M. S. (2000). Masculinity as homophobia: Fear, shame and silence in the construction of gender identity. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 213-219). New York: Routledge.

Kingkade, T. (2015). Decade of change for college students: Less religious, more diverse and lonely. Retrieved from http://www.huffingtonpost.com/2015/05/07/college-10-years-changes_n_7201460.html

Lorber, J. (2000). “Night to his day”: The social construction of gender. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 203-213). New York: Routledge.

McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus, 12, 10-16.

McCarthy, J. (2005). Individualism and collectivism: What do they have to do with counseling? Journal of Multicultural Counseling and Development, 33, 108-117.

McIntosh, P. (2000). White privilege: Unpacking the invisible knapsack. In V. Cyrus (Ed.), Experiencing race, class and gender in the United States (pp. 184-187). New York: Mayfield.

Moore, R. B. (2000). Racism in the English language. In K. E. Rosenblum, & T. C. Travis (Eds.), The meaning of difference: American constructions of race, sex, and gender, social class, and sexual orientation (pp. 451-459). New York: McGraw Hill.

Myers, L. J., Speight, S. L., Highlen, P.S., Cox, C. I., Reynolds, A. L., Adams, E. M., & Hanley, C. P. (1991). Identity and worldview: Toward an optimal conceptualization. Journal of Counseling and Development, 70, 54-63.

Peters, L. Hyun, M., Taylor, S. & Varney, J. (2010). Advising nontraditional students: Beyond class schedules and degree requirements. Retrieved from http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Advising-Non-Traditional-Students-Beyond-Class-Schedules-and-Degree-Requirements.aspx

Ross-Gordon, J.M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13. Retrieved from https://www.aacu.org/publications-research/periodicals/research-adult-learners-supporting-needs-student-population-no

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Scott, L. M. (2000). Fresh lipstick: Rethinking images of women in advertising. In M. Adams, W. J. Blumenfeld, C. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (2nd ed., pp. 233-237). New York: Routledge.

Steinmetz, K. (2014, December 23). This is what “Cisgender” means. Time Magazine. Retrieved from http://time.com/3636430/cisgender-definition/

Stewart, D.L. (2008). Confronting the politics of multicultural competence. About Campus, 13, 10-17.

Svokos, A. (2015). What it’s like to be a Muslim college student today. Retrieved from http://www.huffingtonpost.com/2015/04/07/muslim-college-students_n_6864910.html

Watts, S. K. (2007). Difficult dialogues, privilege, and social justice: Uses of the privileged identity exploration model in student affairs practice. College Student Affairs Journal, 26 (2), 114-126.

Watts, S. K. (2009). Facilitating different dialogues of the intersections of religious privilege. In S. K. Watt, E. E. Fairchild, & K. M. Goodman (Ed.), Intersections of religious privilege: Difficult dialogues and student affairs practice (New Directions for Student Services, No. 125) (pp. 65-73). San Francisco: Jossey Bass.

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ADDITIONAL INFORMATION ON DISCUSSION DYADS

Class Discussion Dyad (or triads as assigned) – Due date will vary: Cultivating the ability to facilitate and lead effective discussions are essential competencies for any professional. Such skills are especially important around issues of diversity. In order to provide students with the opportunity to develop or enhance such competence, each student will be assigned to a Class Discussion Dyad that will be responsible for leading and facilitating classroom discussion on a specific class topic. The membership of your team as well as your class topic will be assigned early in the term so you will have adequate time to prepare.

Your dyad is expected to meet in advance and develop thoughtful questions that will lead to a complex classroom discussion around the issues for that week. You are expected to create the intellectual environment that encourages deep reflection and dialogue. This will NOT be facilitated ONLY through classroom activities or assignments but rather through effective questions that can be posed in both small and large group formats. The direction of the classroom discussion is expected to build on the readings for the week but not meant to recite or explore the mere content of the readings. It is your task to help the students reach a deeper understanding of the content area beyond what the authors present. You are NOT to summarize the readings or present your own ideas but rather help the other student explore what they think and believe. Your dyad may need to read additional materials in order to effectively prepare for your role as discussion leaders.

Each dyad must submit an agenda complete with questions and activities (if any) for both the small and large group) to me at least ten days prior to your assigned discussion date. I want to review EXACTLY what you are proposing. Your grade will be determined by the quality of your questions and your ability to facilitate class discussions in both small and large group formats. Students will be asked to evaluate the ability of the Class Discussion dyad to create the necessary environment and provide effective prompts and questions to develop a meaningful exchange of ideas.

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Suggested Diversity-Related Movie List

CrashHigher LearningPhiladelphiaStraight Outta ComptonJoy Luck ClubThe Wedding BanquetMillion Dollar BabyMonsoon Wedding Laramie ProjectSarah KeyBeginningsRain ManA Beautiful MindSmoke SignalsDo the Right Thing

The Kids Will be AlrightBrokeback MountainPursuit of HappynessStand and DeliverBoys on the SidePow Wow HighwayStolen SummerSteel ToesSlumdog MillionaireWindtalkersHundred PercentFruitvale Station

Wild Tigers I Have KnownMilkThe SecretsBend it Like BeckhamBilly ElliotCrazy/BeautifulMaid in ManhattanFools Rush InSpanglishThe Blind SideFor Colored GirlsThe Best Exotic Marigold HotelDance me Outside

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