St. Edward’s University

DIFFERENCE MAKES A DIFFERENCE:Teaching Diversity to Non-diverse Classes

September 27, 2008 AGLS

“Diversity” at St. Edward’s

Brief History & Background

General Education at St. Edward’s CULTURAL FOUNDATIONS Model—Six

Course Sequence [Framed by Freshman Studies before/Capstone after] Diversity Courses—CULF 1320, The American

Experience & CULF 2321, American Dilemmas Rationale—”Why Diversity Education” CULF 1320 as 2nd Semester Freshman Studies Course Description & SLOs Custom Text Written for the Course The “Course Question”: What is the American

Experience & Whose Experience is it?

Course Description

The “American Experience” has varied with the gender, race, ethnicity, and social class of the participant. The purpose of this course is to examine this diversity of experience throughout the country’s history. The course places individual and group experiences within the social, economic, and political contexts of various historical periods, exploring group differences in experience and perspective, as well as the ideals and values that define American civic culture. The overall goal of this course is to develop a socio-historical understanding of the problems and strengths inherent in a pluralistic society.

Student Learning Outcomes

Recognize the origin and evolution of the values, myths, and ideals that comprise American civic culture and their influence on society as a whole.

Understand the origins and various forms of prejudice and discrimination, and how they are perpetuated through families and other social institutions.

Be familiar with significant forces, events, and persons in the historical and continuing struggle of American minorities and women for justice and equality.

Recognize the diversity of persons and viewpoints that exist within the groups studied and the cultural pluralism that has evolved as a result. Consider the implications for the future of American society.

The American Experience Text

A Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity

STEP 1: Diversity of the Human Species—The Complexity of “Black”

STEP 2: Diversity of European Settlers & the Native Peoples of the Americas—The Complexity of “White” & “Brown”

STEP 3: The Roots Paper STEP 4: Introduction to Key Sociological

Concepts STEP 5: The Socialization Paper STEP 6: Applying the Above Learning to

Studying and Understanding the History of Minority Groups' Struggles in the 19th Century and the Civil Rights Movements of the 20th Century.

Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity

STEP 1: Diversity of the Human Species—Complexity of “Black”

• Human Genetic Diversity

• Human Origins & Migration—The Complexity of “Black”

RACE—The Power of an Illusion

RESOURCES—Genetic Diversity

Traveling backward through time from today's scattered

billions to the handful of early humans who are

ancestors to us all, Deep Ancestry

shows how universal our human heritage

really is.

Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity

STEP 2: Diversity of European Settlers & the Native Peoples of the Americas • History of the “Golden Door” & Its

Closing [Immigration History]—The Complexity of “White”

• The Irish Experience• The Complexity of “Brown”• The “Creation Generation” of Mexican

Americans

IMMIGRATION HISTORY

Chap. 4. The Golden Door

The First Great Immigrant Stream

Changing Patterns of Immigration

The Second Great Immigrant Stream

The Third Great Immigrant Stream

Discussion QuestionsKey IdeasKey TermsNotes

IMMIGRATION HISTORY

Pt. I—The Golden Door Closes and Opens, 1882-1965

Pt. II—Changing Patterns in a Changing World, 1965-2001

The Irish Experience

Complexity of “Brown”

Complexity of “Brown”

The “Creation Generation” of Mexican Americans

Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity

Step 3: The Roots Paper Assignment:Initiates the exploration of the diversity that characterizes

American society by student researching and writing a paper on her/his own family history, participating in a group discussion with their classmates about the paper, and then synthesizing the results of papers and the group discussions with the full class. Content covered:

Origins Role of Ethnicity Gender Roles Role of Social Class Historical Influences Conclusion (About “typical-ness” of family)

Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity

STEP 4: Introduction to Key Sociological Concepts

Introduction to Assimilation Theories

Introduction to Nativism & Racism [Prejudice & Discrimination—A Framework for Understanding]

Gender and Sexuality

Bogardus Social Distance Scale

Introduction to Assimilation Theories

Chap. 2: Together or Apart? Some Competing Views

Subprocesses of Assimilation Gordon's Theory of Assimilation

Subprocesses Three Ideologies of Assimilation An Antiassimilationist View:

Blauner's Theory of Internal Colonialism

Two Antiassimilationist Ideologies: Separatism and Secessionism

Using the Models as Descriptions Discussion Questions, Key Ideas,

Key Terms, Notes

Introduction to Nativism & Racism

Chap. 5: Nativism and Racism

Nativism

Scientific Racism

Immigration Restriction

Contemporary Racism

Discussion Questions, Key Ideas, Key Term, Notes

Gender and Sexuality

Origins of the Patriarchy—as source of sexism and subordination of women [Gerda Lerner’s research]

Gender Roles [Power Dead Even Rule—Pat Heim’s research]

Compulsory Heterosexism—as source of homophobia [Research of Michael Kimmel and Craig Peterson]

Resources for Gender

Bogardus Social Distance Scale

Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity

STEP 5: The Socialization PaperThe purpose of this assignment is to increase the students’:

understanding of ethnic/gender minority group issues. understanding of the processes through which ideas and attitudes about minority groups are learned. self awareness.

Content: Socialization in the Family Structural and/or Institutional Discrimination Socialization through the Media Personal/Social Relationships Socialization Self-Assessment and Conclusions

Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity

STEP 6: Applying the Above Learning to Studying and Understanding the History of Minority Groups' Struggles in the 19th Century and the Civil Rights Movements of the 20th Century: Women African Americans Native Americans Mexican Americans Asian Americans [Particularly the Japanese and

SE Asian Americans] GLBT

CONCLUSION

Difference makes a difference—but only if you understand and value

the differences for what they really are.

LINK TO ALL THESE RESOURCES

http://faculty.stedwards.edu/bobs