Foothill CollegeApproved Course Outlines

Business and Social Sciences Division
CHLD 51AAFFIRMING DIVERSITY IN EDUCATIONWinter 2014
4 hours lecture.4 Units

Total Quarter Learning Hours: 48 (Total of All Lecture, Lecture/Lab, and Lab hours X 12)
 
 Lecture Hours: 4 Lab Hours: Lecture/Lab:
 Note: If Lab hours are specified, see item 10. Lab Content below.

Repeatability -
Statement: Not Repeatable.

Status -
 Course Status: ActiveGrading: Letter Grade with P/NP option
 Degree Status: ApplicableCredit Status: Credit
 Degree or Certificate Requirement: AA Degree,   Foothill GE
 GE Status: United States Cultures & Communities

Articulation Office Information -
 Transferability: CSUValidation: 07/01/2006; 10/22/13

1. Description -
This course will examine the development of social identities in diverse societies including theoretical and practical implications affecting young children, families, programs, teaching, education and schooling. Culturally relevant and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society. Course involves self-reflection of one's own understanding of educational principles in integrating anti-goals in order to better inform teaching practices and/or program development.
Prerequisite: None
Co-requisite: None
Advisory: Demonstrated proficiency in English by placement into ENGL 1A as determined by score on the English placement test or through an equivalent placement process; not open to students with credit in CHLD 11.

2. Course Objectives -
The student will be able to:
  1. Identify and describe the research regarding the changing demographics in education.
  2. Analyze the multifaceted nature of diversity and how race, culture, social class, gender, sexual orientation and other social forces interact together influencing development
  3. Synthesize and analyze the theories and research related to children's awareness of human diversity.
  4. Analyze various aspects of children's experience as members of families targeted by social bias considering the significant role of education in reinforcing or contradicting such experiences.
  5. Describe cultural influences on children development with emphasis on research
  6. Critically assess the components of linguistically and culturally relevant, inclusive, age-appropriate , anti-bias approaches in promoting optimum learning and development.
  7. Outline the developmental sequence of second language acquisition.
  8. Analyze the theoretical bases for multicultural education and compare different types of multicultural education. Identify and analyze the different approaches to multicultural education.
  9. Discuss a pedagogical rationale for a culturally responsive and anti-bias education.
  10. Evaluate the impact of personal experiences and social identity on teaching effectiveness.

3. Special Facilities and/or Equipment -
None.

4. Course Content (Body of knowledge) -
  1. Identify and describe the research regarding the changing demographics in education.
    1. Focus on racial and ethnic diversity, bicultural, bilingual and students with various socioeconomic backgrounds
  2. Analyze the multifaceted nature of diversity and how race,ethnicity,culture, social class, gender, sexual orientation and other social forces interact together influencing development.
    1. Race and racism
    2. Race, privilege and oppression
    3. Ethnic identity development
    4. Cultural influences
    5. Socioeconomic divisions in the United States
    6. Gender identification and roles
    7. Reflections on sexual orientation
    8. Family groupings (nuclear family, blended family, single parent family, trans-racial family, gay-lesbian family, etc)
    9. Stages of responding to human diversity
    10. Analyze how attitudes and biases can affect professional and personal lives.
    11. Discuss the research between the relationship of race and social class.
  3. Synthesize and analyze the theories and research related to children's awareness of human diversity.
    1. Children's understanding of differences
    2. Critical reviews of several child development theories in relationship to children's thinking, development and learning of differences. The theories include Vygotsky's sociocultural theory, Piaget's Cognitive Theory, Bandura's Social Cognitive Theory and Bronfenbrener's Ecological Systems Theory.
    3. Children and racial awareness
    4. Impact of racism on children from different racial backgrounds
    5. Analyze different theories regarding the development of prejudice
    6. Research on the relationship between race and social class
    7. Children's awareness and feelings about social class differences
    8. Children's understanding of consumerism
    9. Children's understanding of abilities and disabilities
    10. Development of gender identity
    11. Children's responses to gender differences
    12. Children's understanding of sexual orientation
  4. Analyze various aspects of children's experience as members of families targeted by social bias considering the significant role of education in reinforcing or contradicting such experiences
    1. Role of educator in preventing and reducing prejudice
    2. Practice strategies for providing children with relevant and meaningful information regarding different forms of diversity
    3. Develop strategies to create partnerships with families on issues of bias and injustice
  5. Describe cultural influences on children development with emphasis on research
    1. Evaluate the cultural influences on children's development.
    2. The Socio-cultural Theory of Learning
    3. Research on the impact of cultural influences on children's development. Focus will be on similarities and differences among specific cultures.
  6. Critically assess the components of linguistically and culturally relevant, inclusive, age-appropriate, anti-bias approaches in promoting optimum learning and development.
    1. Cultural and linguistic discontinuity
    2. Gathering and using cultural information without stereotyping.
    3. Children's understanding of culture
  7. Outline the developmental sequence of second language acquisition.
    1. Stages of learning a second language
    2. Different approaches to bilingual education
  8. Analyze the theoretical bases for multicultural education and compare different types of multicultural education. Identify and analyze the different approaches to multicultural education.
    1. Theoretical bases for multicultural perspectives
    2. Basic characteristics of multicultural education
    3. Compare different types of multicultural education.
  9. Discuss a pedagogical rationale for a culturally responsive and anti-bias education.
    1. Analyze culturally relevant and anti-bias education.
    2. Characteristics and goals of culturally relevant and anti-bias curriculum
    3. Guidelines for selecting culturally relevant and anti-bias materials
    4. Activities to challenge assumptions and bias regarding race, ethnicity, culture, social class, gender, sexual orientation, abilities and disabilities
    5. Criteria for evaluating books and media to support identity development and anti-bias thinking and represent home language, culture and traditions stories and songs
    6. Effects of dominant culture holiday curriculums; Examination of culturally and class embedded traditions of diverse groups
  10. Evaluate the impact of personal experiences and social identity on teaching effectiveness.
    1. Personal history, internalized privilege and oppression impact on identity
    2. Teacher as model self knowledge, recognition and respect for differences
    3. Change agent for and with children and families
5. Repeatability - Moved to header area.
 
6. Methods of Evaluation -
  1. Participation in class activities such as class discussions and small problem solving groups
  2. Journal writing with critical analysis
  3. Writing essays to analyze special topics
  4. Reflection papers
  5. Reading responses
  6. Observation report
  7. Oral presentation
  8. Individual and group projects
  9. Group presentation on a special topic
  10. Final project
7. Representative Text(s) -
Derman-Sparks, Louise and Edwards, Julie Olsen. Anti-Bias Education for Young Children and Ourselves. NAEYC, 2012.
Gonzales- Mena, Janet. Diversity in Early Care and Education. 5th Ed. NY: McGraw-Hill, 2007. Text remains relevant to course content.
York, Stacey. Roots & Wings: Affirming Culture in Early Childhood Programs. MN: Redleaf Press, 2005.
This text provides important information on understanding multicultural issues at schools, and remains a good choice because it complements the first book, and forms a guide to implement a culturally relevant and anti-bias education in the classroom. Text remains relevant to course content.

8. Disciplines -
Child Development
 
9. Method of Instruction -
Lecture, Discussion, Cooperative learning exercises, Oral presentations, Demonstration, Writing assignments observation.
 
10. Lab Content -
Not applicable.
 
11. Honors Description - No longer used. Integrated into main description section.
 
12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Reading and study of text
  2. Reading and written response to text questions, assignments, and relevant articles and reading materials
  3. Reaction/reflection writing to guest speakers, video viewings and experiences as projects
  4. Researching, planning and written evaluation of individual or group creative projects
13. Need/Justification -
This course is a required Core course for AA degree in Child Development. It is also one of 8 lower division courses endorsed by Academic Senate of California Community Colleges as the basis for Early Childhood Education/Child Development certificate and degree programs.


Course status: Active
Last updated: 2014-03-19 20:36:31


Foothill CollegeApproved Course Outlines