1. St. Edward’s University DIFFERENCE MAKES A DIFFERENCE: Teaching Diversity to Non-diverse Classes September 27, 2008AGLS

2. “Diversity” at St. Edward’s

3. 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?

5. 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.

6. 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.

7. The American Experience Text

8. 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.

9. 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”

10. RACE— The Power of an Illusion

11. 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.

17. 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

18. 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

19. IMMIGRATION HISTORY  Pt. I—The Golden Door Closes and Opens, 1882-1965  Pt. II—Changing Patterns in a Changing World, 1965-2001

20. The Irish Experience

21. Complexity of “Brown”

23. The “Creation Generation” of Mexican Americans

24. 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)

26. 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

27. 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

28. Introduction to Nativism & Racism Chap. 5: Nativism and Racism  Nativism  Scientific Racism  Immigration Restriction  Contemporary Racism  Discussion Questions, Key Ideas, Key Term, Notes

31. 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]

32. Resources for Gender

35. Bogardus Social Distance Scale

37. Model for Bringing Students to an Understanding and Appreciation of the Value of Diversity STEP 5: The Socialization Paper The 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

39. 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

40. CONCLUSION Difference makes a difference —but only if you understand and value the differences for what they really are.

41. LINK TO ALL THESE RESOURCES http://faculty.stedwards.edu/bobs