Tennessee State University Social Work Program
3500 John A. Merritt Blvd. Jane Elliot Hall (Women’s Building)
Nashville, Tennessee 37209-1561 3rd Floor, Room 310
Waldine DeBerry, ACSW, LAPSW Office Hours Posted
Assistant Professor Office Location: WB310-C
Phone: 963-7665
Text: Fong & Furuto (2008) Culturally Competent Practice Skills, Intervention, and Evaluation, Third Edition.
I. Course Description
A two hour course designed to emphasize the general method of social work practice with difference ethnic groups. Focus is on the values, knowledge and skills about four major ethnic groups – African American, Latinos/Hispanic Americans, First Nations People, and Asians & Pacific Islanders.
II. Goals
The aim of the course two-fold: 1) to enable baccalaureate social students to have a beginning understanding of social services delivered that are indigenous to different groups in the greater metropolitan community of Nashville; and 2) to enable students to have a basic understanding of the variety of roles and activities that are utilized in the performance of social work tasks in the ethnic groups.
III. Program Objectives:
The broad objectives are enabling the student:
1. To develop awareness and sensitivity to ones own ethnicity/race for self understanding and knowledge of individual strengths and weaknesses.
2. To develop an appreciation of diverse cultural and ethnic groups in America.
3. To provide opportunities for students to conduct an interview in a local social service agency that serves minority populations.
4. To review, describe and differentiate between and among selected social environments development, culture and socialization; in order to distinguish between facts and inferences and formulate valid “helping methodologies” about women, minorities of color, oppressed groups, diversity a social and economic justice.
5. To develop a respect for and appreciation for differences in individuals, cultures, subcultures, and lifestyles.
6. To remain sensitive and alert to injustices, hurts, and threats to people’s social welfare.
7. To develop personal and professional regard for worth and dignity of the individual’s privacy, decisions and opinions.
8. To understand that agencies and social policies should be open to change to better meet individual and community needs of ethnic minority families.
9. To describe social constraints encountered by ethnic groups.
10. To identify and explain several patterns of race/ethnic interactions which appear to manifest themselves in American settings.
11. To develop awareness of an appreciation of various value systems regarding cultural differences.
12. To identify assumptions, biases and attitudes that serve to stereotype minority and ethnic groups.
13. To analyze how inequalities such as racism, sexism and ageism impact psychosocial functioning.
IV. Knowledge Objectives
1. To identify and explain several patterns of race/ethnic interactions which appear to manifest themselves in American settings.
2. To learn and understand one’s own beliefs, stereotypes, and prejudices.
3. To gain an understanding of the major ethnic group’s history, culture, values orientation, traditions, family functioning, etc.
4. To gain an understanding of the major ethnic group’s social problems and issues community needs and resources, obstacles to change, and dynamics of oppression, racism, sexism, and classism that defame culturally different clients.
5. To gain a basic understanding of the terms related to cultural diversity.
6. To gain an understanding of the history of oppression and of social groups, knowledge of the strength of people of color, and knowledge of culturally values.
V. Skills Objectives
1. To demonstrate relationship building skills, such as effective listening, body language and other ways of showing genuine interest and attentiveness.
2. To demonstrate awareness of different communication styles in verbal and nonverbal interactions and awareness of one’s comfort level in these interactions.
3. To demonstrate use of and interaction time and space determined by personal cultural their values.
VI. Values Objectives
1. To become familiar with the instrument called the value schedule.
2. To learn the measuring of value orientations reflecting patterns of family organization, economic activity, intellectual interests, religious beliefs and rituals, political behavior, attitudes toward education, and numerous other interests.
VII. Course Structure
The course will be conducted in seminar form. Students are expected to read extensively and to exercise self-directed learning in order to familiarize themselves with the social work practice literature. A variety of methods will be used to enhance learning. They include: class discussion, presentations, field-based research, attendance at related conferences and workshops, video tapes, and the completion of required written assignments. This will be a web-enhanced course, utilizing elearn, posting materials on MyCourses, and emails, a rubric will be used for all written and oral assignments.
ASSIGNMENTS
Assignment #1
You will visit an activity from another cultural (other than your culture) and answer the following questions:
- what language (s) were spoken
- what was significant about the activity
- where was the activity held
- what are some values of the culture
The activity will be presented to the class. Due:
Assignment #2
The second assignment will be to conduct an Ethnographic Interview with someone from another culture. The interview will be conducted live in the classroom. Technology must be utilized during the presentation. A list of possible questions will be distributed. All interviews must be completed by 12/3/13.
The final examination shall consist of a book review.
A. Questions to be answered for book review. (25 points)
1. Introduction of author(s) year and time frame of publication, writing of book, intended audience.
2. Primary assumptions, themes, arguments and data in support of thesis.
3. Critique the content presentation. Basis of verifiable evidence obtained from verifiable sources, properly annotated.
4. What did you gain from this exercise:
- for personal use and professional development?
- about books in general?
B. Assessment: The grading for the final typed paper will be as follows:
10 pts: grammar (i.e., syntax, spelling, sentence structure, etc.)
22 pts: content (i.e., logical presentation, critique, use of examples, illustrations)
15 pts: use of evidence and related sources
3 pts.: overall appearance of paper
C. Books for Review (others may be used, following approval)
Titles Authors______
The Souls of Black Folk W. E. B DuBois
The War Against the Poor Herbert Gans
Race Matters Cornell West
Family Life and Social Change in an African City Peter Marris
Black Women in White America Gerda Lerner
Ain’t I a Woman Bell Hook
13 Ways of Looking at a Black Man Henry Louis Gates Jr.
The True Believer Eric Hoffer
What the Social Classes Owe to Each Other William G. Summer
African Genesis Robert Audrey
Blacks in College Jacqueline Fleming
The American Indian and the United States, Vols. 1 & 2 Wilcomb E. Washburn
Japanese Society Chie Nakane
The African Presence in Asia Joseph Harris
White Privilege: Essential reading on the other Peggy McIntosh
Side of Racism
IX. Grades
Grades will be based in the quality of required assignments.
90 – 100 = A
80 – 89 =B
70 – 79 =C
60 – 69 =D
59 or less = F
Assignment I 20 points
Assignments 2 20 points
Quizzes 20 points
Oral Presentation (Rubric) 20 points
Class participation (Rubric) 20 points
100 points
NOTE: Students are expected to use and plan their time effectively. Consequently, all late papers and assignments are subject to a reduction of points for work turned in past established deadlines.
A 10% penalty will be given for work not proof-read.
X Consultation
Office hours are posted on the door of the instructor. Please feel free to make an appointment if you need assistance outside of class.
XI. Recommended Readings
Anderson, M.L. & Collins, P.H (2008). Race Class and Gender. Belmont, CA: Thomson/Wadsworth
Smith, T.B. (2011). Practicing Multiculturalism Affirming Diversity in Counseling and Psychology. Boston, MA: Allyn & Bacon.
XII. Journals
- Ethnic & Cultural Diversity in Social Work
- Multicultural Social Work
- Families in Society
- Child and Family Social Work
- Affilia: Journal of Women and Social Work
Course Outline
1. Chapter 1 & 2 Textbook & Race & Ethnic pages 42-74. Cultural Competent Social Work Practice Past and Present.
2. Chapter 3 Values and Ethnics of African American.
3. Chapter 4 Latinos: Cultural competence and ethics.
4. Chapter 5 First Nations People: Critical Values.
5. Chapter 6 Values & Ethics in Practice with Asian American.
6. Components of cultural competence: Attitudes, knowledge & Skills
· Tools for assessment with African Americans
· Assessment skills with Latino/Hispanic Americans
· Assessment with Asian American/Pacific Islander
7. Developing Culturally Sensitive Practice skills with:
· African Americans Community
· Mexican American Families
· Hispanic American Organization & Communities
· Asian & Pacific Island Americans
Revised 8/2013
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