CHLD 51A: AFFIRMING DIVERSITY IN EDUCATION
Foothill College Course Outline of Record
|Hours:||4 lecture per week (48 total per quarter)|
|Advisory:||Demonstrated proficiency in English by placement via multiple measures OR through an equivalent placement process OR completion of ESLL 125 & ESLL 249; not open to students with credit in CHLD 11.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Foothill GE:||Area VI: United States Cultures & Communities|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- Identify the goals of multicultural education and ways they can be incorporated in the classroom.
- Analyze the multifaceted nature of diversity and how stereotypes can influence development.
- Assess children's development of understanding of diversity and the meaning of multicultural education.
The student will be able to:
A. Identify and describe the research regarding the changing demographics in education.
B. Analyze the multifaceted nature of diversity and how race, culture, social class, gender, sexual orientation and other social forces interact together influencing development.
C. Synthesize and analyze the theories and research related to children's awareness of human diversity.
D. 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.
E. Describe cultural influences on children development with emphasis on research.
F. Critically assess the components of linguistically and culturally relevant, inclusive, age-appropriate , anti-bias approaches in promoting optimum learning and development.
G. Outline the developmental sequence of second language acquisition.
H. Analyze the theoretical bases for multicultural education and compare different types of multicultural education. Identify and analyze the different approaches to multicultural education.
I. Discuss a pedagogical rationale for a culturally responsive and anti-bias education.
J. Evaluate the impact of personal experiences and social identity on teaching effectiveness.
A. 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
B. 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
C. 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
D. 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
E. 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
F. 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
G. Outline the developmental sequence of second language acquisition
1. Stages of learning a second language
2. Different approaches to bilingual education
H. 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
I. 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
J. 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
Special Facilities and/or Equipment
Method(s) of Evaluation
A. Participation in class activities, such as class discussions and small problem solving groups
B. Journal writing with critical analysis
C. Writing essays to analyze special topics
D. Reflection papers
E. Reading responses
F. Observation report
G. Oral presentation
H. Individual and group projects
I. Group presentation on a special topic
J. Final project
Method(s) of Instruction
Lecture, discussion, cooperative learning exercises, oral presentations, demonstration, writing assignments observation.
Representative Text(s) and Other Materials
Derman-Sparks, L., D. LeeKeenan, and J. Nimmo. Leading Anti-Bias Early Childhood Programs-A Guide for Change. New York, NY: NAEYC Books, 2015.
York, S. Roots and Wings: Affirming Culture and Preventing Bias in Early Childhood. 3rd ed. St. Paul, MN: Red Leaf Press, 2016.
Derman-Sparks, Louise, and Julie Olsen Edwards. Anti-Bias Education for Young Children and Ourselves. NAEYC, 2012. Text remains relevant to course content.
Derman-Sparks, L., and J. Olsen Edwards. What if All the Kids Are White? 2nd ed. Teachers College Press, 2011. Text remains relevant to course content.
Gonzales-Mena, Janet. Diversity in Early Care and Education. 5th ed. NY: McGraw-Hill, 2007. Text remains relevant to course content.
The three older texts provide important information on understanding multicultural issues at schools, and remain good choices because they compliment the first two books, and form a guide to implement a culturally relevant and anti-bias education in the classroom.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading and study of text
B. Reading and written response to text questions, assignments, and relevant articles and reading materials
C. Reaction/reflection writing to guest speakers, video viewings and experiences as projects
D. Researching, planning and written evaluation of individual or group creative projects