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ELP 513: CULTURAL DIVERSITY in HIGHER EDUCATION
Fall 2015
Tuesdays – 1:00-3:50 P.M.
474 Baldy
Faculty: Dr. Raechele L. Pope
Associate Professor, Higher Education
Educational Leadership & Policy Department
487 Baldy Hall
Buffalo, NY 14260-1000
Phone : (716) 645-1098
Email: rlpope@buffalo.edu
Office 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 PURPOSE
This 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 OUTCOMES
Higher 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:

(2011). It is important to note that each week I will take attendance and will record participation. R. & Cooper. and assignments from a classmate if you are absent. take notes. to be a person of your race. gender identity. Additional required readings (see page 7) are located on the course web site (UB Learns) under the “Texts/Readings” menu. and difference (2nd Edition). 1. gender identity. sex. L.. L. multiculturalism. New York: McGraw Hill. 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. social class. 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. It is your responsibility to obtain copies. and to understand notions of difference. I will say it again but a bit differently. A.. but each individual session is focused on a smaller segment of that puzzle. gender identity. M. This evolving document is useful source for this course and for research on multicultural competence. ethnicity. power. ability. multiculturalism. Individually. F. or if you need to leave early. Johnson. D. & Mueller. Attendance and participation will be taken into account in the evaluation of your course performance. A. Howard-Hamilton. record notes. ethnicity. bias. • To expand your abilities to think critically and communicate effectively about controversial contemporary issues that stem from the race.. 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. L.S. (2004). Supplemental readings may be added throughout the course based on our class discussions and your recommendations. please let me know in advance via email. sexual orientation. This is such an important part of the course. and come to class prepared to discuss our course materials.2 • To develop increased self-awareness of what it means in the U. We will all learn more if everyone participates in the conversation. Multicultural competence in student affairs. and experiential exercises. and practices for understanding diversity and creating inclusion. age. sex. (2006). ability. Reynolds. M. models. REQUIREMENTS AND EVALUATION CRITERIA Attendance and Participation: I expect that all students will complete ALL assigned readings BEFORE the class for which they are assigned. San Francisco: Jossey-Bass. • To develop greater fluency with how categories of race. Sterling. J. the readings will provide .. Privilege. and age-related differences that pervade our society and influence our campuses. religion. 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. ability. Only students who attend every class are eligible for full attendance points. In fact. and religion as well as an understanding of how these categories affect those who are different from you and their participation in higher education. Plan to attend all of our class meetings. REQUIRED TEXTS/READINGS Cuyjet. A. G. social class. Please read each assignment. and privilege and how they manifest on college campuses. I don’t think I assign much reading for a graduate school course. A bibliography of recommended texts and articles will also be disseminated. social class. sexual orientation. If you need to be absent or late. religious. sex. You are expected to be prepared for class and participate actively in large class discussions. VA: Stylus. Pope. 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. ethnicity. and age intersect within higher education campus communities. • To develop an awareness of the effects of structural inequalities and prejudicial exclusion in higher education. Multiculturalism on campus: Theory. discrimination. small group work. J. and diversity.

Your grade will be determined by your ability to facilitate an effective classroom discussion. and willingness to take risks. 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. You are expected to make an earnest effort to truly immerse yourself in these experiences. a friend. collectively. perhaps conflicting or even contradictory ones. and insights during and after the excursions. (d) what you learned from the experience –about the individuals you interacted with and yourself. increase your social contact with others. Additional details are provided in the assignment description at the end of the syllabus. 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. (c) your reactions. Choose an activity or service that stretches your personal comfort zone and is of significant interest or meaning to you. limited only by your interests. Social Action or Immersion Project: In order to better understand others who are culturally different from you.” 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. as you read. A completed proposal form will be due on September 15th. So. you are expected to take this cultural plunge on your own: no other member of this class. it is useful to immerse yourself in other cultures. and possibly experience a new “minority status. 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. feelings. 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. 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. (b) your assumptions. they might provide possible answers—and I do mean answers plural. curiosity. You will share this reflection in class. and stereotypes regarding the activity/services. 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. Finally. or your family may participate with you.3 pieces of the puzzle—not a grand solution. 4. DUE DATES: Electronic photo (jpeg) due September 6th at Noon. 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 possibilities are truly endless. Reflection paragraphs due in class on September 8th 3. 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. however. DUE DATES: VARIED. and (e) how these excursions will benefit you both personally and professionally. Class Discussion Dyads: For this assignment. Upon completion of your project experiences. 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. You are expected to get permission for your project in advance. Connect your awareness of privilege to the course readings and discussions. biases. Your paper is not meant to recount the . write a 6-8 page typed reaction paper that addresses: (a) the reasons you selected this activity/service.

. Be prepared to discuss this assignment during the last class. well organized.79 A..without highly unusual circumstances ..…. 5. interactive class activity. See the Department policy on acceptable grades for continued enrollment.....15 100 points Grading Scale: Final letter grades will be awarded based on point totals as follows: A 95 – 100 C+ 77 . In addition. Students are responsible for the honest completion and representation of their work.…15 Picture My Privilege (jpeg and reflection).90 – 94 C 74 . WRITING STANDARDS As a graduate student you are expected to have strong writing skills. As such. Due November 17th or December 1st.73 B 84 – 86 B... You are expected to . class discussions. By placing their name on academic work. 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.” (Adapted from the University of Wisconsin’s Student Disciplinary Guidelines). Grades of “Incomplete” are extremely rare and ..20 Social Action/Immersion Project…………………………. 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.……………………………….………………………………. However. Academic dishonesty will result in the automatic failure of the assignment. Your group might create a performance.76 B+ 87 – 89 C.70 .…….……. and free of grammar and syntax errors. Groups (no more 5 students) will work together to develop an interesting and creative presentation of their final reflections.. and for respect for others’ academic endeavors. Your presentation should be planned for approximately 30 minutes. Evaluation Criteria: Assignment values: Attendance and Participation……………. for the appropriate citation of sources.. Final Project: The final assignment will require you to analyze and synthesize knowledge gained from the coursework (readings.. assignments) and your own analysis of social diversity. or artistic representation.. All of your work in this class is expected to be original to you and to this class..40 Final Group Project…………. It is also expected that all papers (and other submitted work) will be carefully proofread prior to submission.... If you do not already own the APA manual. it is possible to earn grades lower than C’s and unfortunately students have demonstrated this in previous years.not an option in this course with this professor. and very possibly of the entire course.. students certify the originality of all work not otherwise identified by appropriate acknowledgments.……10 Class Discussion Dyad.…. the written work you submit should be clear..80 – 83 Yes. and multicultural competence. DUE DATE: November 3rd.... these grades are completely preventable provided students are willing to commit to the time an attention needed to succeed in graduate school.………….……………………. all written work must be submitted in correct APA style according to the Publication Manual of the American Psychological Association (6th Edition). I strongly recommend that you purchase it...4 activities/services but rather to be an integrative exploration of your reactions and insights. personal exploration.

website: http://helpdesk. original work. email: cit-helpdesk@buffalo. and presentations) do your own.edu.buffalo. you can go to their office at 320 Baldy Hall. Because important course information may also be distributed to your UB email address. as detailed at: http://grad. projects. The bottom line is to ALWAYS (on exams.buffalo. Plagiarism and cheating are very serious offenses. recycling papers from other classes is academic dishonesty. papers. STUDENTS WITH CHRONIC OR TEMPORARY DISABLING CONDITIONS Students who have conditions that may require accommodation should contact the Office of Accessibility Resources to receive accommodations for physical and learning disabilities. Also.buffalo. located at 25 Capen Hall.5 provide proper citations and references when citing the work of others.html COURSE WEBSITE AND UB EMAIL ACCESS UBlearns will serve as an information center for our course. call (716) 645-6198.student-affairs. Please direct any technical questions or problems to the CIT Help Desk (phone: 716-645-3542. give credit to others for their ideas. or visit their website: http://wings.edu/eli/. and when in doubt.buffalo. 716-645-2616. . consult with your professor. it is expected that you will regularly check this account. so I urge you to contact me if you need clarification regarding issues of academic integrity before submitting an assignment. and should be checked regularly.edu/ods/ INTERNATIONAL STUDENTS The 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. University procedures will be followed in the event of suspected academic dishonesty. http://www.edu with your UBIT name and password.buffalo.edu/). If you are interested in this program.edu/Academics/Policies-Procedures/Academic-Integrity. You can log on to the course website at http://ublearns.

**Steinmetz (2014) Cuyjet (Chapters 15-16). **Kimmel (2000). et. **Svokos (2015). **Watt (2007). **Watt (2009) Cuyjet (Chapters 11 & 14). 10) December 8 Course Wrap up and Evaluation Review all course materials Readings/Assignments Due PMP JPEG due Sunday. Myers. **Blumenfeld (2000B). (2004) (ALL). **Moore (2000) Cuyjet (Ch. ** Peters.be prepared to discuss Pope. **Davis (2011). September 6th by Noon McCarthy (2005). **Killermann (2011). September. **Deihl & Ochs (2000). 9th by NOON **Readings are located on the ELP 513 UBlearns website . *CrosleyCorcoran (nd) Immersion Proposal **Jackson & Hardiman (1997) September 29 Social Oppression & Social Identity Development. et al (1991) IAT Results DUE Wednesday. **Choudaha (2012).ALL) October 6 Race October 13 Gender & Sexual Orientation October 20 Disability and Religion October 27 Nationality and Nontraditional November 3 Multicultural Competence November 10 November 17 November 24 Presentations Presentations Out of Class Assignment December 1 Future Directions Cuyjet (Chapters 5-10).). (2004) (Ch. ** Henning (2007). **McCarthy (2007). Part I Johnson (ALL). 12 & 13). **Stewart (2008) Immersion Paper Final Project Final Project View at least two movies from the list provided . **Scott (2000). et al (Section 1. et al. **McIntosh (2000).6 ELP 513 Tentative Course Schedule and Reading Assignments Date Topic September 1 Introduction and Overview September 8 World View and Multicultural Awareness September 15 Privilege & Difference September 22 Social Oppression & Social Identity Development. **Kingkade (2015). **Blumenfeld (2000A). **Lorber (2000). **Hackman (2000). **Herek (2000). Part II Cuyjet. al (n. Cuyjet (Chapters 1 &17).d. **Killermann (2102). **Ross-Gordon (2011) Pope. **Goodman & Mueller (2009). et al.

Henning. Bell. Blumenfeld. 125) (pp. Blumenfeld. (2000). 55-63). G. Zuniga (Eds. In M. 12. In M. 26-29. M. (2011). Castaneda. In M. Heterosexism. Adams. and Bisexuals. J. mapping behavior. M. A. Peters.). 199-203). Zuniga (Eds. & K. Hardiman. J. Adams. 16-29). Adams. New York: Routledge. L.). W. (2009). Hackman. Hackman. In M. In M. pp. pp. pp. Griffin (Ed.). R.).. Zuniga (Eds. San Francisco: Jossey Bass. Readings for diversity and social justice (2nd ed. (2007). C. marginalized. (2000). & X. R. 16. Blumenfeld.. Sexism. L. & X. R. M. (2000). pp. About Campus. 267-275). M. Biphobia.). Peters. Castaneda. W.7 Additional Required Readings Available on UBLearns Blumenfeld. L. pp. Conceptual foundations for social justice courses. M. W. Not all International students are the same: Understanding segments. New York: Routledge. & Ochs. 281-283). 276-280). New York: Routledge.net/story/explaining-white-privilege-brokewhite-person Davis. Castaneda.. No. C. Readings for diversity and social justice (2nd ed. E. K. W.d.wes. B. H. New York: Routledge. Blumenfeld. Zuniga (Eds. Retrieved from http://wenr. Hackman. Deihl. J. A. 2-10. W. M. (2000). In M. 261-266). W.. Adams. How homophobia hurts everyone. H. H. W. Internalized homophobia among Gay men. Fairchild.. J. Herek. . J. (2000). Zuniga (Eds. & Jackson. & X.. L. Castaneda. Readings for diversity and social justice (2nd ed. Retrieved from http://occupywallstreet. W. J. J. Invisible. J. (n. Choudaha. & X. E. New York: Routledge. Adams. H. Hackman. New York: Routledge. Blumenfeld. W. What happens if others find out? About Campus. Goodman. W. L. Hackman. W. Castaneda.. & P.). W. Peters. (2012). Readings for diversity and social justice (2nd ed. Hackman.). Students as institutional mirror: What campuses can learn from nontraditional populations. Peters. Blumenfeld. G. Readings for diversity and social justice (2nd ed. H. In S. C. Peters. M.org/2012/08/wenrfeature-2012-not-all-international-students-are-the-same/ Crosley-Corcoran. M. M. (1997). Watt. G. Intersections of religious privilege: Difficult dialogues and student affairs practice (New Directions for Student Services. & X. Adams. C. Explaining White privilege to a broke White person. H. and stigmatized: Understanding and addressing the needs of atheist students. Lesbians. & Mueller. W. Teaching for diversity and social justice (pp. K.). J. Goodman (Ed. C. L.

W. Journal of Counseling and Development. Adams. J. T. 33.8 Killermann. White privilege: Unpacking the invisible knapsack. Retrieved from https://www. J. 12.. Reynolds. more diverse and lonely.org/publications-research/periodicals/research-adult-learnerssupporting-needs-student-population-no . W. E. L. (2012).0. Readings for diversity and social justice (2nd ed. The meaning of difference: American constructions of race. C. Peters.)..com/2011/11/list-of-cisgender-privileges/ Killermann. 54-63. New York: McGraw Hill. 184-187).nacada. E. New York: Routledge. 30+ examples of cisgender privilege. Castaneda. Moore. W. R. Blumenfeld.huffingtonpost. (2000). Kingkade. S. & Varney. In M. Retrieved from http://itspronouncedmetrosexual. (2011). (1991). Teaching self-advocacy to students with disabilities. & X. Retrieved from http://www. Advising nontraditional students: Beyond class schedules and degree requirements.M. & X. McCarthy.S. L.aspx Ross-Gordon. Individualism and collectivism: What do they have to do with counseling? Journal of Multicultural Counseling and Development. J. Cox. Experiencing race. shame and silence in the construction of gender identity.). Cyrus (Ed. S. Myers. Taylor.ksu. Hackman. M. Racism in the English language. Castaneda. J. Highlen. Zuniga (Eds. D. pp. Adams. Zuniga (Eds. (2011). and sexual orientation (pp. I. S. (2015). In M. L. 108-117. Hackman.com/2012/03/the-genderbread-person-v2-0/ Kimmel. Retrieved from http://itspronouncedmetrosexual. (2005). P.edu/Resources/Academic-Advising-Today/ViewArticles/Advising-Non-Traditional-Students-Beyond-Class-Schedules-and-DegreeRequirements. Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. W. New York: Mayfield. H. class and gender in the United States (pp. J. L.). (2007). P.. L. sex. (2000). 451-459). Speight. A. M.com/2015/05/07/college-10years-changes_n_7201460. C. L.).. Masculinity as homophobia: Fear. S. Readings for diversity and social justice (2nd ed. 213-219). Adams.. In V.html Lorber. & T. Decade of change for college students: Less religious. M. About Campus. and gender. McCarthy.. S. P. Hyun. C.. C. The genderbread person v2. (2000). (2010). 70. social class. Peters. Blumenfeld. H. Identity and worldview: Toward an optimal conceptualization. Retrieved from http://www. B. 10-16. “Night to his day”: The social construction of gender. pp. Rosenblum. M... (2000).aacu. M. Travis (Eds. C. & Hanley. 13. New York: Routledge. McIntosh. 203-213). Peters. Peer Review. J. J. In K.

L. W. Peters. privilege. pp. Difficult dialogues.com/2015/04/07/muslim-collegestudents_n_6864910. Castaneda. Fresh lipstick: Rethinking images of women in advertising. Retrieved from http://www. 233-237). No. K. 26 (2). 114-126. December 23). C. Time Magazine. Zuniga (Eds. Watt. & X. & K. Fairchild. Confronting the politics of multicultural competence. About Campus.com/3636430/cisgender-definition/ Stewart. (2015). Adams. New York: Routledge. (2000). 125) (pp. D. M.).9 Scott. Facilitating different dialogues of the intersections of religious privilege. San Francisco: Jossey Bass. K. . Retrieved from http://time. 13.huffingtonpost. K. This is what “Cisgender” means. J. (2009). College Student Affairs Journal.html Watts. In M.). Watts. W. 65-73). Blumenfeld. What it’s like to be a Muslim college student today. In S. E. and social justice: Uses of the privileged identity exploration model in student affairs practice. L. Readings for diversity and social justice (2nd ed. E. (2014. S. Intersections of religious privilege: Difficult dialogues and student affairs practice (New Directions for Student Services. 10-17. (2008). Svokos. M. M. A. H. Goodman (Ed. K. Steinmetz. Hackman. L. (2007). S..

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.10 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. I want to review EXACTLY what you are proposing. You are expected to create the intellectual environment that encourages deep reflection and dialogue. Your dyad may need to read additional materials in order to effectively prepare for your role as discussion leaders. 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. You are NOT to summarize the readings or present your own ideas but rather help the other student explore what they think and believe. 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. 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. Such skills are especially important around issues of diversity. In order to provide students with the opportunity to develop or enhance such competence. 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 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. It is your task to help the students reach a deeper understanding of the content area beyond what the authors present. . 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.

11 Suggested Diversity-Related Movie List Crash Higher Learning Philadelphia Straight Outta Compton Joy Luck Club The Wedding Banquet Million Dollar Baby Monsoon Wedding Laramie Project Sarah Key Beginnings Rain Man A Beautiful Mind Smoke Signals Do the Right Thing The Kids Will be Alright Brokeback Mountain Pursuit of Happyness Stand and Deliver Boys on the Side Pow Wow Highway Stolen Summer Steel Toes Slumdog Millionaire Windtalkers Hundred Percent Fruitvale Station Wild Tigers I Have Known Milk The Secrets Bend it Like Beckham Billy Elliot Crazy/Beautiful Maid in Manhattan Fools Rush In Spanglish The Blind Side For Colored Girls The Best Exotic Marigold Hotel Dance me Outside .