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Please direct all questions about the flag proposal process to the Center for the Core Curriculum.
Department of Human Development and Family Sciences
Please describe specifically which underrepresented group or groups in the United States will be studied.
100% of the course is devoted to understanding the development of ethnic minority children in the U.S., including those of Asian, Latino, and African American backgrounds.
What are typical readings in the course or class related to Cultural Diversity in the United States?
Seaton, E.K., Scottham, K.M., & Sellers, R.M. (2006). The Status Model of Racial Identity Development in African American Adolescents: Evidence of Structure, Trajectories, and Well-Being. Child Development, 77, 1416-1426.
Describe typical assignments related to Cultural Diversity in the United States.
Students read three papers that have contradictory positions on a given topic, and answer several questions for the paper. For example, a question would ask: Across three papers (Birman 2006; Costigan & Dokis 2006; Farver, Narang & Bhadha 2002), what can you conclude about whether acculturation gap has a positive or negative effect on child development in minority/immigrant families?
Please explain how at least one-third of the course grade is based on content related to Cultural Diversity in the United States.
The final grade is determined by performance on class discussion, exams, and paper assignments. All exams, discussions, and paper assignments have to do with cultural diversity in ethnic minority and immigrant families in the United States.
Return to Proposal Tips: Cultural Diversity.