EDLD 565 University of San Diego
Perrakis Fall 2009
EDLD 565: RACE, GENDER, AND CULTURE IN AMERICAN HIGHER EDUCATION School of Leadership and Education Sciences University of San Diego Fall 2009 Professor: Teaching Assistant: Meeting Time: Meeting Location: Office: Office hours: Telephone Numbers: E‐mail:
Athena Perrakis, Ph.D. John Mosby, Ph.D. Thursdays, 5:30‐8:20 p.m. MRH 201 MRH 275J By Appt: Wed. & Thurs. 2:30‐5:00 p.m. AP Office (619) 260‐8896 AP Cell (619) 518‐6733 JM Cell (619) 507‐5025 athena@sandiego.edu jmosby@sandiego.edu
Course Description, Purpose, and Caveat Overview, format, and purpose The title of this course is daunting: [The Dynamics of] Race, Gender, and Culture in Higher Education. There is no conceivable way to do justice to such a vast set of subjects in 16 weeks. I consider this to be a survey course; as a group, we will examine race, gender, and culture in rather broad terms, examining one issue or set of issues each week; then you will, through your presentations and projects, choose how best to narrow and ground the subject(s) you select by delving deeply and focusing on detailed aspects of the issue(s). In this way you will acquire both a breadth and depth of knowledge about race, gender, and culture in higher education. Together, we will call into question a number of widely‐accepted terms and concepts, such as “diversity,” “difference,” and “multiculturalism” with the goal of understanding how these notions simultaneously privilege and marginalize, even as they intend to unite and coalesce. Students will have opportunities to study and discuss how colleges and universities are responding to population shifts in California and other burgeoning states; critically examine the research related to current challenges in higher education as they relate to or impact identify development; cultivate a greater appreciation for and understanding of their own and other cultural groups; examine and explore issues of power and privilege using multiple lenses to investigate the role of authority in the context of higher education; and decide how, where, and when – as leaders – they can make a difference in their work with regard to race, gender, and culture. A word on participation In this course, students will learn and think about ways to engage others in discussions about difficult‐to‐tackle issues like race, gender, culture, orientation, ethnicity, and difference. Students in this class must be vocal; most of the value of this experience will come from the conversations that take place in class. Therefore, you must, in order to pass this course with
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EDLD 565 University of San Diego
Perrakis Fall 2009
a grade of “B” or better, actively and regularly participate in class discussions. A variety of instructional methods (such as large and small group discussions, case studies, and other experiential exercises), will be used to further the objective of collaboration, communication, and full engagement. To ensure a comfortable and open environment for all who are present, classroom dialogue (both verbal and written, e.g., via e‐mail) must be respectful and courteous. Disrespectful behavior will not be tolerated. Given the content of the course, disagreements and controversies are to be expected. Our task is to listen with respect, try to learn from those moments when our views and beliefs are challenged, and “agree to disagree,” when strong opposing opinions are present. Roger Martin, in his book The Opposable Mind (HBS Press, 2007), speaks of “integrative thinking” through which one can hold “two conflicting ideas in constructive tension.” Martin argues that people can use this tension to generate new and better ideas than would otherwise emerge. All who are present this semester must work hard to create a space in which participants can find their intellectual and emotional “voice.” Students are expected to read assigned readings each week, attend every class (arrive on time to class), participate fully in class discussions, and provide feedback to peers when they present in class. If an emergency situation arises, and you cannot attend, or if you will be late, please leave one of us a message in advance (when possible) via cell phone. Students should come to class each week prepared to engage with peers, and offer comments, insights, or critiques of assigned readings. These will be shared either in small groups, or be used to facilitate a larger group discussion. If you demonstrate on one or more occasions that you have not completed assigned readings, you will receive an automatically (and significantly) lowered participation grade. And on a final note, I love my cell phone. But I don’t love yours when it goes off during class time. Please turn your phone OFF when you come to class, unless there are circumstances that require you to be available during class time. If you need to leave your phone ON please advise me. If your phone plays the Macarena while someone is speaking and you rush to shut it off, creating a massive scene and drawing a lot of attention your way in the process, you can count on a lowered participation grade and a Not Happy Professor. General course objectives Upon completion of this course, students should be able to: • Identify existing challenges facing members of various underrepresented groups in higher education. • Understand the historical, social, and political implications of campus diversity. • Explore how colleges and universities are responding to population shifts on campus and in surrounding communities/regions/states. • Develop greater awareness (and critically examine the source[s]) of biases and prejudices based on differences such as race/ethnicity, gender, sexual orientation, socio‐economic status, religion, primary language, ability/disability, immigration status, age, appearance, and level of education. • Gain intellectual empathy for others with alternative and even conflicting perspectives.
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EDLD 565 University of San Diego • •
Perrakis Fall 2009
Analyze how faculty, administrators, and students in higher education contribute to and perpetuate stereotyping and discrimination and how this affects campus climate. Examine access, equity, and retention issues related to the participation of underrepresented students, faculty, staff, and administrators in institutions of higher education.
Required Texts and Other Materials Aries, E. (2008). Race and Class Matter at an Elite College. Temple UP. Brown‐Glaude, W.R. (2009). Doing Diversity in Higher Education: Faculty Leaders Share Challenges and Strategies. New Brunswick: Rutgers UP. Torres, Howard‐Hamilton, & Cooper (2003). Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education. ASHE‐ERIC Higher Education Report, 29 (6). Readings marked with an asterisk (*) on the schedule below are supplementary but required, and will be provided in PDF format well in advance of the session during which they will be discussed. COURSE OUTLINE Session Discussion Topic & Assigned Reading & date 1‐ 9/3 Introduction to course 2 – 9/10 Theoretical frameworks Readings: • IDDP, Pages 1‐14 3 – 9/17 Historical moments and toward the future: Multicultural‐serving institutions Readings: • *Garrison‐Wade, D.F. & Lewis, C.W. (2004). Affirmative action: History and analysis (PDF) • *Ferguson, R.F. & Mehta, J. (2004). An unfinished journey: The legacy of Brown and the narrowing of the achievement gap (PDF) 4 – 9/24 Dominant/majority cultures, demographic changes, and stereotypes in higher education Readings: • IDDP, Pages 17‐31 • *Steele, C.M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance (PDF) • *selection from The Intercultural Campus 5 – 10/1 GUEST SPEAKER: YOLANDA INGLE, ASSOCIATE VICE PRESIDENT FOR CONSTITUENT RELATIONS, USD Latino/as and Native Americans in higher education Readings: • IDDP, Pages 39‐59 • *Perrakis, A.I. & Hagedorn, L.S. (2008). Serving Latinos: The history and growth of
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EDLD 565 University of San Diego
Perrakis Fall 2009
Hispanic‐serving institutions. • *Krumm, B.L. (1995). Tribal colleges: A study of development, mission, and leadership. 6 – 10/8 GUEST SPEAKER: JOHN MOSBY, ASSOCIATE DIRECTOR, GRADUATE ADMISSIONS, USD African Americans in higher education Readings: • IDDP, Pages 39‐48 • * Mosby, J.R. (2009). From strain to success: A phenomenological study of the personal and academic pressures on African American male community college students, Chapters 1‐2. 7 – 10/15 GUEST SPEAKER: SHAUN TRAVERS, DIRECTOR, LGBT CENTER, UCSD Sexual orientation, visible and invisible identities in higher education Readings: • IDDP, Pages 67‐75 • *Getz, C. & Kirkley, C.A. (2003). Queering the ethical school: A model for sexual orientation education at a religiously‐affiliated institution. 8 – 10/22 GUEST SPEAKER: MINH‐HA HOANG, ASSOCIATE DIRECTOR, UNDERGRADUATE ADMISSIONS, USD Asian Americans and multi‐racial/multi‐ethnic individuals in higher education Readings: • IDDP, Pages 33‐38, 64‐66 9 – 10/29 DISCUSSION LEAD 1: ____________________________________________ Campus climate, alienation, and special student populations Readings: • IDDP, Pages 79‐105 • Race and Class Matters at an Elite College, entire book 10 – 11/5 DISCUSSION LEAD 2: _____________________________________________ Sex and gender issues in higher education, Part I Readings: • IDDP, Pages 76‐78 • DDHE, Chapters 5 & 6 11 – 11/12 DISCUSSION LEAD 3: _____________________________________________ GUEST SPEAKER: EMELYN DELA PENA, CAMPUS DIVERSITY OFFICER AND DIRECTOR OF THE WOMEN’S CENTER, UCSD Sex and gender issues in higher education, Part II Readings: • DDHE, Chapters 7 & 8 12 – GUEST SPEAKER: JO BIRDSELL, PROFESSOR OF EDUCATION, NATIONAL UNIVERSITY 11/19 Serving students from diverse backgrounds Readings: • DDHE, Chapters 2, 3, & 12 • *selection from The Intercultural Campus 13 – 12/3 Autoethnography presentations part I 14 – Autoethnography presentations part II 12/10
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EDLD 565 University of San Diego
Perrakis Fall 2009
COURSE REQUIREMENTS AND EVALUATION CRITERIA Point breakdown Autoethnography, 8‐10 pages 30 Autoethnography, in‐class presentation 10 Discussion leadership 40 Participation, Feedback & Attendance 20 Total 100 points possible Course Requirements You have two assignments due this semester: Discussion leadership group assignment and an autoethnographic paper. You will also be graded on participation and attendance. Discussion leadership This is a group activity that involves choosing an aspect of the week’s session topic and building an in‐class presentation and activity to lead discussion. Specific instructions for this assignment will be provided in class. Autoethnographic paper and presentation This semester you will write an autoethnography; in short, autoethnography is a portrait of the self situated within a group or culture. You will need to think about what groups or cultures you belong to; then, you will develop a personal narrative about your experiences in that culture or group. Your culture or group could include: Religious groups, ethnic groups, racial groups, nationalities/ethnicities, occupations, genders, political affiliations, recreational groups, socioeconomic groups, clubs, age groups, etc. All you need is a common identification or set of beliefs. Your paper will be about yourself, written in first person. It should be 8‐10 pages in length, and can include interviews with other members of your chosen group or culture. More information on the paper will be given in class. You should include references to outside literature; these references must follow APA format (5th edition, 2001). Your paper will be graded on the following criteria: Quality of writing, depth of thought and analysis, relationship of interview data and literature to topic, clarity, and grammar/style. Participation, feedback, and attendance: Students are expected to read assigned readings each week, attend every class (arrive on time to class), participate fully in class discussions, and provide feedback to peers when they present in class. If an emergency situation arises and you cannot attend, or if you will be late, please leave one of us a message in advance (when possible) via cell phone.
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EDLD 565 University of San Diego
Perrakis Fall 2009
IMPORTANT NOTES TO STUDENTS Incompletes Students who fail to fulfill the requirements of this course will receive an “incomplete.” The requirements must be met by the end of the tenth week of the next regular semester; otherwise, the “I” grade will be magically transform into an “F.” Disability Services Students with disabilities who believe that they may need accommodations in the class are encouraged to contact Disability Services (x4655) as soon as possible to better ensure that such accommodations are implemented in a timely fashion. Academic Integrity You should avail yourself of USD’s academic integrity policies this semester, and only submit for grades in this class work that you (and/or your group) produced on your own without illegitimate assistance.
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