EDUC 215 - Recognizing Diversity through Family, School, and Community Partnerships

3 Credits: (3 lecture)

Course Description
This course examines the relationship of cultural values and social contexts in the formation of a child’s self-concept and success in the educational environment. Students will be challenged to critique and utilize the principles of culturally responsive teaching, including establishing cultural connections, stressing collectivity as well as individuality, and examining the role of prejudice, stereotypes, racism, sexism, and learning exceptionalities in the early childhood setting. Strategies that bolster the partnerships between school, home, and the community for the purpose of student achievement will be discussed.

Text
Scully, P. A., Stites, M. L., Roberts-King, H., & Barbour, C. (2019). Families, schools, and communities: Building partnerships for educating children. (7th ed.) New York, NY: Pearson. 

Objectives
A. Reflect upon the social nature that shapes one’s worldview, attitudes and behaviors. 

B. Apply concepts of diversity, individual and institutional racism and sexism, prejudice, ethnocentrism, stereotypes, discrimination, segregation, desegregation, re-segregation, assimilation, cultural pluralism, equity and equality. 

C. Describe family systems and the role families play in a child’s development. 

D. Identify teaching strategies that acknowledge and support diversity in the classroom environment. 

E. Describe race, gender orientation, culture, ethnicity, socioeconomic status, language and academic diversity in relation to challenges and opportunities that they present to schools. 

F. Explain how changing demographics influence public schools. 

G. Evaluate informational materials pertaining to multicultural education. 

H. Analyze strategies for creating partnerships among families, communities, and education. 

I. Create academic lessons that support diversity among individuals. 

Content
A. Pennsylvania English Proficiency Language Standards (PELPS) 

B. Strategies for implementing culturally responsive methodologies 

C. National Association for the Education of Young Children (NAEYC) 

D. Issues of socioeconomic status, gender bias, exceptionalities, race and ethnicity in regards to today’s school culture and reform 

E. Educational implications of a culturally responsive classroom 

F. Rubrics for evaluating multicultural resources for use in the classroom 

G. Embedding multicultural objectives into academic content 

H. Family Systems Theory and Ecological Systems Theory 

Student Evaluation
A. Assignments 

B. Exams, quizzes, assignments 

C. Exams, quizzes, assignments 

D. Exams, quizzes, assignments 

E. Exams, quizzes, assignments 

F. Exams, quizzes, assignments 

G. Exams, quizzes, assignments 

H. Exams, quizzes, assignments 

I.  Assignments Bibliography
Follari, L. (2015).  Valuing diversity in early childhood education. Upper Saddle River, NJ: Pearson.   

Grant, K. B., & Ray, J. (2011). Home, school, and community collaboration: Culturally Responsive family involvement. Thousand Oaks, CA: Sage Publications.  

Hewitt, D. (2011). So this is normal too? St. Paul, MN: Red Leaf Press. 

Kohn, A. (2006). Beyond discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development. 

Lazar, A. M., & Reich, L. M. (2016). New teachers in urban schools: Journeys toward social equity teaching. New York, NY: Springer. 

Nieto, S. (2016). Language, culture, and teaching. New York, NY: Routledge.