W 12:30-1:45pm
This course provides an interdisciplinary approach to identifying and understanding the issues surrounding diversity, equity, inclusion, and belonging in the United States. Using a variety of lenses and methodologies (e.g. sociological, economic, historical, and psychological), students will analyze the relationship between the individual, society, and culture within America and how that relationship has created, maintained, and challenged inequality.
Course Alignment
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Responsibility
Relationship to academic programs and transferability
SOCY 1613 was designed to meet specific student needs either individually or within a program and is designed to transfer to other colleges and universities. KCC participates in the Illinois Articulation Initiative (IAI), a statewide transfer agreement for general education courses. All colleges and universities participating in the IAI agree to accept a collective “package” of IAI general education courses; transfer of courses separately is not guaranteed. For more information about IAI and the transferability of courses to specific four-year institutions, go to itransfer.orgLinks to an external site. and mycreditstransfer.orgLinks to an external site..
General Education Goals and Objectives
The general education program at KCC is designed to enable students to acquire communication and reasoning skills at a level reflecting college-level learning. Students who complete the general education program will be able to examine complex topics and apply systematic processes to form conclusions. The specific general education objectives addressed in this course are:
Ethical Reasoning: Students will apply skills in ethical reasoning and come to understand the ways ethical issues affect individual behaviors, individual lifestyles, and public life.
Inquiry and Analysis: Students will examine complex topics and apply systematic processes resulting in informed conclusions.
Course Objectives and Learning Outcomes
Upon completion of this course, students will be able to:
- Define key terms related to EDIB (e.g. bias, microaggression, equity)
- Describe past and present barriers to inclusion, equity, and belonging
- Describe key points and moments related to EDIB in American history
- Apply strategies for overcoming bias in real world scenarios
- Summarize the benefits of developing cultural competence
- Demonstrate cultural competence in real world scenarios
- Explain the complex relationship between the individual, society, and culture using multiple theoretical approaches (e.g. psychological, anthropological, and sociological)
- Explain the major theories of psychology, anthropology, and sociology in relation to EDIB
- Apply psychology, anthropology, and sociology theories and concepts to explain personal experiences, mindsets, and behaviors
- Explain how social factors (e.g. ethnicity, gender, religion, race, class, age, physical and mental ability, and sexual orientation) are impacted by individual and institutional forms of discrimination
- Lead and participate effectively in group discussions, applying active listening skills and a respect for diverse views in interpersonal settings
Faculty Contact Information
Location L309 T: 10:45-11:45
Th 9:15-10:15
Friday: Virtual: contact me via email to set up time between 9:00-12:00pm
Check out my about me page:
Course Information
At the end of this course, students will be able to:
- Define and analyze key terms related to EDIB (e.g. bias, microaggression, equity)
- Identify past and present barriers to inclusion, equity, and belonging
- Apply strategies for overcoming bias in real world scenarios
- Summarize the benefits of developing cultural competence
- Explain the complex relationship between the individual, society, and culture
- Explain the major theories of psychology, anthropology, sociology related to their influence on EDIB, the individual, and society
- Apply psychology, anthropology, and sociology concepts to explain personal experiences
- Explain key points and moments related to EDIB in American history
- Explain how social factors such as ethnicity, gender, religion, race, economic class, age, physical and mental ability, and sexual orientation are impacted by individual and institutional forms of discrimination.
- Lead and participate effectively in group discussions, applying active listening skills and a respect for diverse views in interpersonal settings
- Foundations
- Defining the terms: diversity, equity, inclusion, cultural competence, cognitive bias
- Belonging: Othering, Maslow's Hierarchy of Needs, Attachment, Group Dynamics (ingroups/outgroups/reference groups)
- Identity & Statuses
- Challenges to Inclusion and Belonging
- Implicit Bias
- Stereotypes
- Microaggressions
- Privilege
- Discrimination and Racism
- Sexism & Homophobia & Cis-Genderism
- Classism
- Other Forms of Marginalization
- Strategies to Overcoming Bias
- Understanding Allyship, Advocacy, and Accomplices
- Other Strategies to overcoming bias
- Presence, Perspectives and Acknowledging Cultural Differences
- Intergenerational/Systemic Trauma
- Psychology and EDIB - using knowledge from prior content
- Sociology and EDIB - using knowledge from prior content
- Anthropology and EDIB - using knowledge from prior content
Readings for Diversity and Social Justice 4th Edition, (2018) Eds. Maurianne Adams,
Warren J. Blumenfeld, D. Chase J. Catalano, Keri Dejong, Heather W. Hackman, Larissa E.
Hopkins, Barbara Love, Madeline L. Peters, Davey Shlasko, Ximena Zuniga (Editor)
Assignments and Evaluation
Discussion and Participation: Students will participate in multiple discussions – whether
online, live virtual, or in person - related to course content and readings. Discussions will
be a combination of small group and whole class discussions and will be graded on the
students’:
• Understanding of course content
• Use of related course readings and viewings
• Use of active listening skills
• Creation of an environment supportive of inclusion & belonging
In class discussions about the readings should include:
• Understanding of course content
• Use of related course readings and viewings
• Critical questioning
• Use of active listening skills
• Ability to facilitate the discussion
• Creation of an environment supportive of inclusion & belonging
Scenarios Assignments: At multiple points throughout the semester, students will be
asked to analyze real world scenarios provided by the instructor from one or more
particular theoretical perspectives (e.g. sociological, anthropological, psychological).
Students will also provide strategies for improving inclusion and belonging in the particular
scenario. At the end of the semester, students will work in groups to create and analyze
their own scenarios using an interdisciplinary approach to a particular EDIB issue.
Written Assignments: Students will write three (3) essays throughout the course:
Essay 1: Students will write a 2-3 page Reflective Essay in which they explore their own
biases and tendencies to “Other” and identify how belonging is affected by bias and
othering.
Essay 2: Students will write a 3-4 page Analytic Essay in which they explore a particular
issue related to EDIB from a specific critical lens and methodology.
Essay 3: Students will write a 3-4 page Reflective Essay and how their thoughts have
changed regarding EDIB, drawing attention to multiple theoretical lenses and
methodologies.
Personal Journal: Students will keep a personal journal in lieu of “class notes” which will
include notes and annotations for instructional materials, in-class notes (if applicable),
notes during discussions, terminology, critical lenses and methodologies, AND their
responses, reflections, and reactions to the material they are learning. Low-stakes in-class
and/or online activities will be included. This journal will serve as a launching point for their
class discussion facilitation assignment as well as for their essays and the final scenario
assignment.
Final Presentation: Students will deliver a presentation using a presentational aid
covering a social justice aspect discussed in class. Students will problematize a social
justice concept and apply ideas using video, sound, photos and visual technology to
create awareness and HOW students plan to socially enact/ take action and encourage
others to take action in regard to their chosen social justice issue/problem
Grading Breakdown:
40% Discussion Participation/Discussion Leads (Reading Notes, Discussion Questions,
Discussion Facilitation)
Created Scenario
10% Reflective Essay 1
10% Analytic Essay
10% Reflective Essay 2
10% Personal Journal
20% FInal Presentation
Grading Scale
A --- (100 – 90%)
B --- (90 – 80%)
C --- (80 – 70%)
D --- (70 - 60%)
F --- less than 60%
Liberal Arts & Sciences
Dean, Jennifer Huggins; 815-802-8484; R310; jhuggins@kcc.edu; Division Office- W102; 815-802-8700
Course Policies
Plagiarism
Plagiarism is defined in section 17.6 of the Code of Conduct as “taking, reproducing, and/or using as one’s own, without proper attribution, the ideas, writings, paraphrases, data, reports, graphic designs, or computer codes of published or unpublished work of another person in completing an academic assignment. Prohibited conduct may also include the unauthorized submission for credit of academic work that has been submitted for credit in another course.”
College Policies
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non-Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu.
College Resources <optional – faculty should determine which resources to include as appropriate to the course>
Tutoring Services
Tutoring assistance is free to all currently enrolled KCC students. Our tutor program is certified by the College Reading and Learning Association (CRLA). For schedules, resources and other helpful information, go to www.kcc.edu/tutoringLinks to an external site..
Office of Disability Services
KCC works closely with students and instructors to accommodate
individual student learning needs. For the services they offer, their contact
information and other helpful information, go to www.kcc.edu/disabilityservicesLinks to an external site..
Miner Memorial Library
The Miner Memorial Library provides a variety of services free to students. For the services they offer, their hours of operation and other helpful information, go to www.kcc.edu/libraryLinks to an external site..
Student Supports
Food for Thought, the KCC Food Pantry is available to all students regardless of financial need. It offers students non-perishable foods, snacks, personal hygiene products and frozen lunches. Hours will vary by semester; please email foodpantry@kcc.edu for more information or to volunteer.
Transformative Growth Counseling provides on campus counseling services for students, including the first five sessions free of charge. For more information phone 630-731-2125 or email stephanie@transformativegrowth.org
Be respectful, listen/read and make thoughtful comments, even if we disagree or do not understand. Be open to learning new terms to address people with respect. For example, BIPOC, is a respectful way to talk about Bicultural/ Indigenous /People of Color.
Course Calendar
Week 1:
Prepare:
Read Introduction pg 1 Core Concepts for Social Justice Education Maurinne Adams (in green book Readings for Diversity and Social Justice.
In Journal and in class: 1) Share one interesting/ thought provoking/shocking idea and 2) ask the class one question.
Choose section 2 readings.
Week 2: SECTION 2 RACISM
Participation and Homework:
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Optional Readings:
- About Behavioral and Social Sciences ResearchLinks to an external site.
- “Five Faces of Oppression” by Iris Marion Young
- “The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational ConstructLinks to an external site.” by Allen, Gray, Baumeister, and Leary
In Class
- Intro to Social/Behavioral Sciences
- Intro to EDIB
- Getting started with EDIB terminology – Creating our EDIB journal and starting entries
Submit; In Your Journal tell me if this was accurate in mapping your biases
- Complete the Harvard Implicit Bias Test: https://implicit.harvard.edu/implicit/takeatest.htmlLinks to an external site.
- Activity/Assignment: Map your Biases (Personal Journal Activity)
Week 3:
Continue Section 2
Participation and Homework: Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Week 4: SECTION 3
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
EDIB in America: A Brief Overview, C.W Mills The Promise of Sociology
- The Sociological, Psychological, and Historical Lenses
- Discussion 1 questions Online
Submit:
- Discussion 1 questions Online
- Scenario 1 in Personal Journal
Week 5:
SECTION 3 continued
Prepare:
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Extra reading: “What is Cognitive Bias? Definitions and ExamplesLinks to an external site.”
Week 6:
section 4
- Equity through an Economic Lens
- Discussion questions
- Video: “How Prejudiced Are You? Recognizing and Combating Unconscious Bias” by Jennefer Witt
Submit:
- Answer student questions and reflect (journals will be collected next week)
Week 7
SECTION 4
Prepare:
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Week 8
Section 5
- Sociological Lenses and Methodologies lecture
- Discussion 2 Questions
Submit:
- Personal Journal Checkpoint
- Discussion questions, include these in Personal Journal
- scenario 3
SPRING BREAK MARCH 9-13
Week 9:
Prepare:
SECTION 5 Continued
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Week 10
Section 6 ABLEISM
- Psychological Lenses and Methodologies lecture
- Discussion 3 Questions (Online)
- Scenario 4
Submit:
Scenario 4 Notes, Reflective Essay
Week 11:
SECTION 6
Prepare:
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Optional Reading: Human SocietyLinks to an external site.” by Project 2061
Week 12
section 7 Youth Oppression/Elder oppression
- The Anthropological Lens, Selected Other Lenses and Methodologies. Go over criteria for Analytic Essay due online Week 8
Submit: Prepare student questions for personal journal
- Scenario 5
- Possible Online Discussion 4 quesitons
Week 13
Prepare:
SECTION 7 Continued
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Week 14:
Section 8
Submit:
- Analytic Essay Due
- Personal Journal will be collected
Week 15
SECTION 8
Prepare:
Choose one reading from CONTECT, VOICES or NEXT STEPS to discuss in class. Choose any passages that were striking, interesting, thought provoking and be prepared to ask the class a question which students must include in personal journals.
Week 16
Final Presentations- digital discussion presentations
Extra readings/videos for discussion
- Achieving the DreamLinks to an external site.
- Social Imagination by C.W Mills.
- “How to Stand Up for Equity in Higher EducationLinks to an external site.” by Steven Mintz
- I, Too, am HarvardLinks to an external site.
- “The Black BruinsLinks to an external site.
” by Sy Stokes - Strategies to Overcome Bias – Our Own and Our Society’s
- “The Empowerment Approach to Social Work Practices” by Judith A. B. Lee
- “Rules for Radicals” by Saul Alinsky
- “Importance of acknowledging racial and cultural differences: Please don't let me be misunderstoodLinks to an external site.” by Xavier Coll
Copyright
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further Information regarding KCC's copyright policy is available at http://www.kcc.edu/copyrightLinks to an external site..
Syllabus disclaimer
Course syllabus/calendar is subject to change.
College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.