Active Outline

General Information

Course ID (CB01A and CB01B)
C D D068.
Course Title (CB02)
Teaching in a Diverse Society
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Examination of the development of social identities in diverse societies including theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms and teaching. Various classroom strategies will be explored emphasizing culturally and linguistically appropriate anti-bias approaches supporting all children in becoming competent members of a diverse society. Includes a self-examination and reflection on issues related to social identity, stereotypes and bias, social and educational access, media and schooling. (This course meets NAEYC Standards 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 5b, 5c; NBPTS Standards II, VII; CEC/DEC Standards CC2-K3, CC2-K4, EC2-K4, CC3-K3, CC3-K4, CC5-K9, CC5-K10, CC6-K1, CC6-K2, CC6-K3, CC9-K1, CC9-S6, CC10-S3.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets student and community needs by focusing on the attitudes, behaviors and skills required of teachers to work with diverse populations of children in early childhood settings. In this course, students develop the ability to create inclusive, equitable environments that support each child's unique social identity. This course is CSU Transferable. This course is required for the AA degree in Child Development. It meets the requirements of the Early Childhood Education Transfer Model and the Curriculum Alignment Program minimum transfer requirements to a four year university program.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only
C-IDArea(s)StatusDetails
ECEEarly Childhood EducationApprovedC-ID ECE 230

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture, power point and visual aids

Collaborative learning and small group exercises

Discussion of assigned reading

Homework with weekly feedback through instructor's written responses to student's writing

Assignments

  1. Reading from text and syllabus
  2. Weekly writing assignments
    1. Self-reflection and critical analysis of personal experiences on issues of social identity, systemic oppression and teaching effectiveness. (Examples of possible assignments: Roots, Branches, Fruit; Defining social identities; Impact of physical differences; Identifying prejudices and stereotypes; Cross the line activity; Creating "Cajas" individual cultural boxes)
    2. Analysis of articles and movies related to course content; Research on stereotyping in children's television and movies; Social messages from popular icons like Disney, Toys R Us and children's books.
    3. Sharing examples in class of children's books on different content topics. (race, economics, family structure, stereotypes, gender, culture, ability)
  3. Evaluate the components of linguistically/culturally relevant curriculum through an Anti-bias Environmental Classroom Assessment and analysis.
  4. Develop the ability to identify and use children's books that meet anti-bias criterion for expanding children's authentic knowledge of differences, reinforce cultural, linguistic and ability experiences and counter stereotypes by creating a resource library of twenty books.

Methods of Evaluation

  1. Midterm and final essay exams: Essay questions evaluate comprehension of major concepts in course and demonstrate student's ability to integrate knowledge and apply theory to teaching practices.
  2. Completion of a bibliography of twenty linguistically/culturally appropriate anti-bias books with an anecdotal description for each book including justification on how this book supports an anti-bias teaching approach.
  3. Weekly writing assignments to evaluate student's ability to critically synthesize course content and personal experience related to the development of social identities and systems of oppression and privilege as they apply to young children, families and early childhood programs.
  4. Completion of an Environmental Assessment of anti-bias materials within a preschool environment: books, manipulatives, dramatic play, classroom displays and visuals, and art materials including an analysis of results and suggestions for improvement.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Derman-Sparks, L. & Olsen Edwards, J. "Anti-Bias Education for Young Children and Ourselves." Washington, D.C.: National Association for the Education of Young Children, 2012
Gonzalez-Mena, J. "Diversity in Early Care and Education: Honoring Differences, Fifth Edition." New York, New York: McGraw-Hill, 2007.
Tehrensaft,D. (2016)The Gender Creative Child:Pathways for Nurturing and Supporting children who live outside gender boxes
Greenfield,P.M.& Cocking,R.R.(Eds.)2014. Cross Cultural roots of minority child development.New York.Psychology Press

Examples of Supporting Texts and References

AuthorTitlePublisher
Cartaphen, M. & Sanchez, John P. "American Indians and the Mass Media." Norman, Oklahoma: University of Oklahoma Press, 2012.
Eleanor W. Lynch & Marci J. Hanson "Developing Cross-Cultural Competence" Brooks Publishing 2011
Derman-Sparks,L, Ramsey, P. "What If All The Kids Are White?" New York, New York: Teachers College Press, 2006.
Hooks, Bell. "Where We Stand: Class Matters." New York, New York: Routledge, 2000.
Johnson, Allen. "Privilege, Power and Difference." New York, New York: McGraw-Hill, 2005.
Levin, Diane. "Teaching Young Children in Violent Times: Building a Peaceable Classroom." National Association for the Education of Young Children; Washington, D.C., 2003.
Paley, Gussin Vivian. "White Teacher." Harvard University Press, Cambridge, Massachusetts, 1989.
Pelo, Ann, Editor. "Rethinking Early Childhood Education." Milwaukee, Wisconsin: Rethinking Schools Press, 2008.
NEA (National Education Association). "NEA Focus on American Indians and Alaska Natives: Charting A New Course on Native Education." Washington, D. C.: National Education Association Publication, 2011.(www.nea.org/assets/docs/AlAnfocus2010)
Macqillivray, Ian. "Gay-straight Alliances." New York, New York: Harrington Press, 2007.
VIDEO: "Mirrors of Privilege: Making Whiteness Visible." Shakti Butler, World Trust Services, Inc. Berkeley, California
VIDEO "Gay Youth," Video by Pam Walton.
VIDEO "The Way Home" Shanti Butler, World Trust Organization, Berkeley.
VIDEO "Essential Connections: Ten Keys to Culturally Sensitive Care." Program for Infant and Toddler Caregivers and The Department of Education, CDD. Sacramento.
VIDEO "Starting Small." Teaching Tolerance, Montgomery, Alabama.
VIDEO "Start Seeing Diversity" Washington School, St. Paul, MN. Ellen Wolpert.
VIDEO: "That's My Family!" Debra Chasnoff, Ground Spark, San Francisco, CA
VIDEO: Unlearning Indian Stereotypes." Rethinking Schools, Milwaukee,Wisconsin.

Learning Outcomes and Objectives

Course Objectives

  • Explain the nature and structure of systemic and internalized privilege and oppression and the impact this has on children's identity and learning.
  • Analyze the teacher's role and responsibility for creating classrooms and using strategies that encourage positive self-identity, comfort with diversity, resistance to injustice and advocacy for a just world for every child.
  • Define and examine issues of cultural identity including all of the factors that are part of our experience and history to better understand ourselves as members of groups, as unique individuals and as teachers.
  • Examine the process of how children develop social identities and the impact of historical and current perspectives on this development and learning.
  • Develop a variety of strategies for creating trusting relationships with parents by building collaborative partnerships to challenge bias and prejudice in the lives of young children.
  • Employ anti-bias approaches to help children negotiate and resolve conflicts caused by misinformation, limited thinking, pre-prejudice and societal messages.
  • Evaluate classroom environments, materials, and approaches to determine if they are inclusive, responsive to cultural and linguistic differences and are developmentally appropriate for each child.

CSLOs

  • Examine the development of social identities in diverse societies, comparing oppression and privilege as they apply to young children, families, and child care programs.

  • Analyze components of linguistically/culturally relevant, inclusive anti-bias approaches to curriculum and programs that promote optimal learning and development of children.

  • Evaluate the impact of social identities and personal experiences on teaching effectiveness.

Outline

  1. Explain the nature and structure of systemic and internalized privilege and oppression and the impact this has on children's identity and learning.
    1. Examine the societal context for systemic oppression.
    2. Distinguish the difference between personal and institutional prejudice
    3. Use an understanding of social identities to confront internalized privilege and internalized oppression
    4. Assess the impact of societal messages of power, privilege, equity and social justice on identity development.
    5. Identify the importance of resistance and allies in overcoming all forms of oppression.
  2. Analyze the teacher's role and responsibility for creating classrooms and using strategies that encourage positive self-identity, comfort with diversity, resistance to injustice and advocacy for a just world for every child.
    1. Realize the power that teachers have as role models; the importance of self-knowledge, respect for differences, acknowledgment of biases; see teachers role as a change agent for self, children and families.
    2. Identify how personal history, experience and culture impacts identity, our choices and our teaching.
    3. Incorporate the goals of an anti-bias approach into all aspects of the classroom - environment, curriculum, activities, interactions and assessment.
    4. Review professional ethics and responsibilities for confronting prejudice and advocating for equity and social justice for all children.
  3. Define and examine issues of cultural identity including all of the factors that are part of our experience and history to better understand ourselves as members of groups, as unique individuals and as teachers.
    1. Distinguish how everyone has a culture that shapes values, beliefs, and behavior determining how we organize our understanding of the world
    2. Recognize how culture is pervasive and invisible to the individuals in that group
    3. Make a distinction between surface and deep culture, recognizing the importance of a deeper understanding of values, beliefs and practices.
    4. Acknowledge and value our own culture as part of learning to accept and value the cultures of others.
    5. Differentiate between culture and systems of oppression that result when groups are targets within a society.
  4. Examine the process of how children develop social identities and the impact of historical and current perspectives on this development and learning.
    1. Review the demographics and statistics on children in California and the United States as the context for understanding social identities and inequity.
    2. Apply what research tells us about children’s identity formation and socialization to issues of race, gender, class, language, ability, sexual orientation and all other “isms.”
    3. Assess how societies messages about the value of different groups who are the “norm” creates visibility and identity for some children while erasing the identity of children who are not in the norm.
    4. Examine the process of prejudice formation in children related to how children think, pre-prejudice, overt and covert messages and the impact of silence.
    5. Identify stereotypes and biased messages in the media/classroom and explore approaches that teach children to challenge these messages and develop alternative behaviors.
  5. Develop a variety of strategies for creating trusting relationships with parents by building collaborative partnerships to challenge bias and prejudice in the lives of young children.
    1. Acknowledge and value every family providing them with respect and

      visibility by honoring their family structure, values, traditions and beliefs.
    2. Create a variety of ways to communicate with families that support

      information sharing, conflict resolution and dialogue.
    3. Build collaborative relationships with families through mutual support, shared problem solving, daily contact and ongoing interactions.
    4. Involve parents in curriculum planning, classroom activities and program evaluation.
  6. Employ anti-bias approaches to help children negotiate and resolve conflicts caused by misinformation, limited thinking, pre-prejudice and societal messages.
    1. Recognize and address exclusion, discrimination and stereotyping in children’s behavior by intervening and supporting standing up to mistreatment, self-expression, talking about feelings, and encouraging questions.
    2. Practice overcoming personal discomfort by responding to discriminatory behavior through the use of neutral, non-judgmental language, clear goals and intervention strategies.
    3. Employ a sound social curriculum to create a sense of community that makes all children and families visible, develops empathy and a sense of fairness.
    4. Support children’s critical thinking as a way to address stereotyped behaviors and bias by challenging misinformation, engaging children in dialogue, listening carefully and using open ended questions.
  7. Evaluate classroom environments, materials, and approaches to determine if they are inclusive, responsive to cultural and linguistic differences and are developmentally appropriate for each child.
    1. Assess the visual/aesthetic environment to see if it reflects all the children in the classroom, art from different cultures, posters, pictures and photographs that represent the cultures present in the community.
    2. Assess how the materials and curriculum reflect the cultures, experiences,abilities, and values of the children, families and teachers in the classroom.
    3. Describe how families are made welcome, included, visible and involved in the classroom.
    4. Analyze the presence of anti-bias books that make all children visible, counter stereotypes, give accurate information about groups who are targets of oppression and expose children to good anti-bias literature.
    5. Create ways to address holidays in the curriculum by including authentic traditions and celebrations of all of the families in the classroom
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