PACIFIC OAKS COLLEGE

H.D. 361-1P

Social and Political Context of Human

Development

Summer, 2015
Course Days:
Course Location:
Faculty:
Office

5/30 ----7/26
Week-ends
8:30-4:30 p.m.
55 Eureka St. Room 30

Cheryl Greer Jarman

Location: 55 Eureka Room 2

Office Hours:
Tuesday 12:-00- 1:00, 3:00-5:00
Wednesday
1:00-5:00
Thursday By appointment only
Friday
1:00-5:00
Saturday By appointment
Contact Information
Phone:
E-Mail:

626 529-8233
cgjarman@pacificoaks.edu

Course Description
The diverse social and political contexts of our society affect
the socialization of the individual and his/her understanding of
human development. This class examines attitudes toward
gender, class, race/ethnicity, disability and sexual orientation,
along with the historical contexts within which specific
theories of human development were created. Students are
challenged to examine these influences on their own growth
and perceptions of human behavior, to define their personal
ethics within the context of contemporary society, and to
search for creative professional responses to inequality and
bias. A variety of methods, including experiential activities,
small group discussion, weekly writing, reading, and minilectures are utilized.
1

Institutional Core Competencies The curriculum in Human

Development, Martial and Family Therapy and the Teacher
Education Programs is organized around 5 areas in which
students are expected to be competent. The competencies
are:
Development:
Diversity:

Understanding of developmental theory

Understanding and valuing diversity, including
an anti bias approach

Communication:
connective way

Ability to communicate with others in a

Research:
Ability to collect, process, and evaluate data
through research
Praxis:

Ability to observe, critically reflect, implement

theories and empower others.

B.A Program Learning Outcomes

This course assesses all of the B.A. Program Learning
Outcomes. (PLOs)
PLO. 1

Development:

Students
comprehend
and analyze
developmental
theories.

PLO. 2

Diversity:

Students value
diversity,
demonstrate
commitment to
social justice

and are
able to analyze
the dynamics
of institutional
and individual
biases and use
of power.
PLO. 3

Communication

Students
communicate
clearly and
effectively.
They
implement and
analyze
individual,
dyad and group
communication
s for
appropriate
audience
reception,
authenticity,
and experience
of
empowerment
for self and
others.

PLO. 4

Research:

Students are
able to
distinguish
between
observations
and theory
(reality and
fantasy, data
and inferences/
assumptions)
Students can
collect
verifiable and
reliable data,
present their
findings, and

link their
research with
existing
literature in the
field.
PLO. 5

Praxis

Students
implement a
philosophy of
education
integrating
developmental
theories,
guided by
observation
and critical
reflection, and
analyze these
actions,
according to
results and
impact on other
persons
(ethics, values,
principles and
empowerment.)
Students
recognize and
apply
developmentall
y and culturally
appropriate
practice with
children and
adults. Praxis
experience may
involve
activities such
as practice,
fieldwork, or
student
teaching.

Course Requirements
Readings
Title

Author

ISBN

Autobiography
of a Face

Lucy Grealey

0060569662

Estimated
Price
$9.74

Where We
Stand: Class
Matters
Privilege, Power
and Difference

bell hooks

041592913X

$22.46

Allan Johnson

0072874899

$29.50

Required books can be obtained from:

The Pacific Oaks Link.
There will be other articles assigned through out the course.

Course Assignments- Due Dates

May 30

Community framework, core class requirements

foundational terminology, conceptualization of
oppression (SLO, 1&2) Issues around gender
appearance and special needs (SLO, 1&2)
Writing: Group Identity paper due
Writing: Impact of Appearances

May 31

conceptualizing social justice, critical theory (SLO3),

Freire 401, Transformative Education, development
of conscientizacao (SLOs 1&3)

June

Writing: Book Critique due* (AOAF)

June 27

Socio-economic Status: from Privilege to Welfare

(SLO, 1&2) Writings: Understanding status and
Issues of Entitlement
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Writing due : The Impact of Socio Economic Status

Writing: Understanding Privilege
June 28
Heterosexuality, Homophobia and Sexual Identity
(SLO, 1&2)
Writing: Compulsory Heterosexuality and Social
Issues

July

Writing: Book Critique due* (WWSCM)

July 25
Dialogics and the practice of freedom (SLO, 4),
Race, Ethnicity (SLO1, 2)
Writing due: Article critique on Race
Final Presentations
July 26
Race, Ethnicity, Institutional systems (SLO, 2, 3
&4), Final Presentations,
advocacy and coalition
building (SLO4) Final Presentations
Writing: Self Evaluation
Writing: Group Process
Course Policies
Pedagogy
The pedagogical style of this course is centered in progressive
education and critical pedagogy, informed by theories from
John Dewey, Lev Vygotsky and Paulo Freire. We will be utilizing
an approach of experiential and reflective learning, in addition
to theoretical perspectives. We are co-learners, co -teachers
and co-constructors of knowledge. In addition to directed
information, this course will draw from diverse life experiences
and collaborative learning models. Small/large group
discussion, interactive projects, audio/visual presentations and
storytelling will be utilized.
Participation
In a collaborative learning environment, active participation is
important. Here are some ways to increase your participation:

A.

B.
C.
D.

Get acquainted with the other members of the class. Let

them become a valuable part of your learning process.
Try to learn everyones name and interact with your
colleagues.
Contribute to the learning process of others. No one else
has your exact experiences and perspectives! All of us
have a deposit to offer.
Be involved and contribute to the cohesiveness,
creativity, content and community of the class.
Vary your participation. Do we need a talker, listener,
creator, mediator, challenger? Look for opportunities to
take on new roles.

Risk taking
A.

B.
C.

D.

Risking involves trust: of yourself and others. Risking

also implies that the outcome is unpredictable. Be open
to the elements of risk, trust building processes and
growth.
The course content may often be controversial. Some of
our cherished views and practices may be critically
scrutinized and/or challenged. Be open to being open!
All of us are at different developmental stages in our
understanding and activity concerning critical
consciousness. We need to be cautious as to how we help
others experience movement. This is a course where
everyone needs to feel safe, even when challenged.
Regardless of our awareness level, none of us have
arrived!
Safety is not the same as being comfortable. Someone
disagreeing with you or challenging your viewpoint does
not constitute an unsafe environment!

Attendance
A.

B.

Our class will meet one week-end a month, commencing

on May 30 and ending on July 26. Arriving on time and
staying for the entire class is required. Please respect
each sessions designated schedule and return on time
from breaks.
Regular attendance is crucial. In a class that only meets 6
times, there is no time for planned absences. (The
faculty on an individual basis will determine any
mitigating circumstances.) Leaving early will count
towards absence time. Please call if you will not be able
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C.

to attend class. It is your responsibility to seek out any

missed assignments. And remember, being absent does
not exclude you from any assignments that are due!
Please stay on top of your work assignments! Time
moves very quickly and you will miss the value and
purpose of a collaborative education and one on one
dialogue if you do not submit your work on time. If you
become more than 2 assignments behind, you will receive
an X. You cannot turn in a full semester of work at the
end of the class! It is your responsibility to inform me if
circumstances arise that prevents you from turning in
your work, according to the schedule. Discipline yourself
and your time wisely.

Technology
Texting and phone calls are NOT acceptable during class time.
Please turn off or place on vibrate all electronic devices (i.e.
beepers, cell phones) during class session, unless there is an
emergency. (If that is the case, I expect you to notify me.)
Also, you may not tape class lectures/discussions, without
permission. We need to respect the learning environment,
discussions and your privacy.
Students with Learning Disabilities
Any student in this course who has a disability that might
prevent him or her from fully demonstrating his or her abilities
should contact the CARE Office immediately to discuss
disability verification and accommodations that may be
necessary to ensure full class participation and completion of
course requirements.

Completion Policies
Narratives /Grades
At the end of the course, there will be a formal evaluation of
you, written by me. It is written in narrative form and is given
in addition to a letter grade. Tools, that I use to write
evaluations and give grades include: depth of
growth/knowledge/mastery of course content, levels of higher
8

order thinking, interpersonal relationships, class participation,

quality of written products, final presentation, professionalism
and areas for growth. The standards for grades are listed in the
rubrics, at the end of the syllabus. In addition, you will
participate in an electronic course evaluation at the end of the
semester where you will assess the course,
content and pedagogy. (Of course, this is in addition to the
self-evaluation that you will write for me!)
Incomplete Policy
An Incomplete grade is only available to students who have
successfully completed at least 75% of the course work (e.g.,
paper, project, etc.) required for a particular course.
Incomplete grades should be considered only if an inability to
complete is due to extenuating circumstances such as health
or other emergency situations.
The incomplete grade may not be used for a student to
improve a grade. Therefore, the grade of I is not to be awarded
in place of a failing grade or when the student is expected to
repeat the course; in such a case, a grade other than I must be
assigned.
Student Responsibility:
Students should make arrangements with the instructor to
request an incomplete grade before the end of the
semester/session. If an incomplete grade is granted by the
instructor, the student and the instructor must complete and
sign the Incomplete Contract Form to define the terms and
deadline in which the course work must be completed.
Instructor Responsibility:
The Instructor will submit the completed and agreed upon
Incomplete Contract Form to the Registrars office by the
grading deadline for the semester/session the incomplete
grade is being granted.
X- Did not pass the course.
A X will be given for failure to meet the course objectives as
defined by the faculty. Criteria could include:
*
*

Excessive tardiness or absences

Lack of appropriate participation in class
activities/discussions
9

*
*
*
*

Continual late submission of written assignments or

being more than 2 assignments behind
Lack of demonstration of the appropriate level of mastery
of course content
Non compliance with an Incomplete deadline
Inappropriate class behaviors

Withdrawal
Students will receive a Withdrawal if they drop a course
after the add/drop deadline. .
Academic Honesty/Integrity Statement
It is assumed that by participating in this class that each
student agrees to be forthright and honest in all written and
oral communications. Consequences for falsifying information,
plagiarism or other forms of cheating will result in an X
entry for the course. (That also means that you will have to repay full unit price to re-take the course.)
Confidentiality Statement
Classes at Pacific Oaks are interactive, drawing on the rich
experiences of faculty and students alike. Often in the course
of these discussions, information of a personal or potentially
damaging nature is shared. It is the expectation of the college
that such information will remain confidential, allowing all to
share freely without fear of disclosure outside our classroom.
Breaches of confidentiality damage the building of community
and trust are not acceptable.
FYI
Capstone
At the end of your degree requirements, you will need to enroll
in HD 497, which is the Capstone course. This course requires
you to reflect, conceptualize and clearly communicate what
you have learned about human development from your
coursework at Pacific Oaks College. The culmination of this
process will be the completion of an electronic portfolio .
Portfolios must demonstrate an engagement with the topics by
the ability to articulate the developmental nuances, subtleties,
10

themes and patterns present in human development as well as

a theoretical and contextual understanding.
You will be asked to reflect on the Institutional Learning
Outcomes- Development, Communication, Diversity, Research
and Praxis. (Explanation of these items are listed at the
beginning of the Syllabus- pages 2 and 3)
While you are a student, I would suggest that you keep all
course syllabi, assignments, etc. so that you have the needed
information to complete your portfolio for the Capstone
course.

Communication.
There are several ways to stay abreast of what is occurring in
the institution, as well as resources that are available to you.
Each week, a newsletter is sent to you: featuring the most
current activities in the institution, individual Schools,
community events, job opportunities, important dates, etc.
Please get in the habit of reading the newsletter so you will be
informed of what is happening.
In addition, each campus has electronic monitors, featuring
information, pictures, etc. And there is the CARE Center, which
provides excellent student care, resources, supports, etc.
Please choose to be an informed student!
Student Handbook
Did you know that there is a Student handbook, as well as a
College Catalog? The student handbook states all of the
policies, procedures, rights and responsibilities of students.
The Catalog contains all of the course information for each
school- as well as a course description for each course that we
offer. The direct download for these items can be found in
your newsletter!
POLICY UPDATES

Credit hour definition:

11

A credit hour for a lecture or seminar course represents 15 hours of instructional activity
(e.g., classroom instruction, engagement with web-based instructional materials) based
upon a 50-minute hour toward achieving specified student learning outcomes. For
distance education courses, the 15 hours of instructional activity may include
synchronous or asynchronous lectures or webinars, interactive tutorials, and online
discussions. On-ground lecture or seminar classes may be scheduled for 15 or more
hours per credit hour to include break times when class sessions are scheduled for longer
than one 50-minute hour. A credit hour also assumes an additional 30 hours of
homework, studying, and/or research.
A credit hour for practicum, fieldwork, or internship coursework represents 45 hours of
applied practice and weekly seminar/supervision.
Compliance review:
Each semester, course schedules will be reviewed by the Program Director and Dean to
ensure that class meeting times comply with the appropriate credit hour definition.
Syllabi will also be audited each semester to assess whether or not the time reasonably
expected for a student to complete the assigned readings and specific course assignments
aligns with the credit hour definition. Another source of data regarding credit hour
compliance will be student responses to course evaluation items that assess the amount of
time students spend completing homework assignments, studying, or researching/writing
papers.
All new course proposals must include sample readings and assignments that align with
the credit hour definition and justify the credit hour value requested in the proposal. All
regularly scheduled program reviews will include a review of the course readings and
assignments from a random sample of courses to evaluate compliance with the credit
hour definition.

BA Student Learning Outcomes (SLO)Assessment/Grading

Rubric

SLO
Students
will
conduct
an
analysis
of
systemic
and

Insufficie
nt

Minimal

Sufficient

Skilled

Advanced

Student
did not
meet the
requirem
ents for
completin
g this

Student
does not
understand
how
systemic
and
institutional

Student is
beginning
to
recognize
how
systemic
and

Student
demonstra
ted clear
knowledge
of how
systemic
and

Student
thoroughly
analyzed
and
demonstra
ted a
sophisticat

12

historical
power
course.
and its
impact
upon
their
developm
ent and
the
developm
ent of
children,
adolescen
ts, adults
and
families.
(SLO 1)

Students
will
examine
their
developm
ent
within
multiple
identifier
s of race,
gender,
class,
sexual
orientatio
n, ability,
and other
social
identifier
s; along
with their
positions
and
socializati
on
patterns
within

Student
did not
meet the
requirem
ents for
passing
this
course.

power
operates
and its
impact upon
their
developmen
t and the
developmen
t of
children,
adolescents,
adults, and
families.

institution
al power
operates
and its
impact
upon their
developme
nt and the
developme
nt of
children,
adolescent
s, adults
and
families.

institution
al power
operates
and its
impact on
their
developme
nt and the
developme
nt of
children,
adolescent
s, adults
and
families.

ed
knowledge
of
systemic
and
institution
al power
and its
impact on
tier
developme
nt and the
developme
nt on
children,
adolescent
s, adults
and
families.

Student is
unable/unwi
lling to
understand
their
developmen
t regarding
race,
gender,
class,
sexual
orientation,
ability and
other social
identifiers,
as well as
socialization
patterns
within
systems of
privilege
and
oppression.

Student is
beginning
to
understan
d their
developme
nt
regarding
race,
gender,
class,
sexual
orientatio
n, ability
and other
social
identifiers,
as well as
socializati
on
patterns
within
systems of
privilege
and

Student
has a good
understan
ding of
their
developme
nt
regarding
race,
gender,
class,
sexual
orientatio
n, ability
and other
social
identifiers,
as well as
socializati
on
patterns
within
systems of
privilege
and

Student
has clarity
and
critical
understan
ding of
their
developme
nt
regarding,
race,
gender,
class,
sexual
orientatio
n, ability
and other
social
identifiers,
as well as
socializati
on
patterns
within
systems of

13

systems
of
privilege
and
oppressio
n.
(SLO 2)
Students
will
examine
the
developm
ent of
others
within
multiple
identifier
s of race,
gender,
class,
sexual
orientatio
n, ability,
and other
social
identifier
s; along
with their
positions
and
socializati
on
patterns
within
systems
of
privilege
and
oppressio
n.
(SLO 3)

oppression oppression privilege

.
.
and
oppression
.

Student
did not
meet the
requirem
ents for
passing
this
course.

Student is
unable/unwi
lling to
understand
the
developmen
t of others
within
multiple
identifiers
of race,
gender,
class,
sexual
orientation,
ability, and
other social
identifiers;
along with
their
positions
and
socialization
patterns
within
systems of
privilege
and
oppression.

14

Student is
beginning
to
understan
d the
developme
nt of
others
within
multiple
identifiers
of race,
gender,
class,
sexual
orientatio
n, ability,
and other
social
identifiers;
along with
their
positions
and
socializati
on
patterns
within
systems of
privilege
and
oppression

Students
has a good
understan
ding of the
developme
nt of
others
within
multiple
identifiers
of race,
gender,
class,
sexual
orientatio
n, ability
and other
social
identifiers;
along with
their
positions
and
socializati
on
patterns
within
systems of
privilege
and
oppression
.

Student
has
thorough
and
critical
understan
ding of the
developme
nt of
others
within
multiple
identifiers
of race,
gender,
class
sexual
orientatio
n, ability,
and other
social
identifiers
along with
their
positions
and
socializati
on
patterns
within
systems of
oppression
and
privilege.

Students
will
develop
and apply
strategie
s
grounded
in social
justice
and
action to
change
the
operation
of
inequities
.
(SLO 4)
Students
will
demonstr
ate
growth in
the class,
indicated
by an
improvem
ent in
writing or
critical
thinking
skills, a
willingnes
s to take
risks and
authentic
ally
engage
with
course
material
and
classmate
s, or
openness

Student
did not
meet the
requirem
ents for
passing
this
course.

Student
does not
understand
how to
develop and
apply
strategies
grounded in
social
justice and
action to
change the
operation of
inequities.

Student
has
started to
gain
understan
ding to
develop
strategies
grounded
in social
justice and
action to
change
the
operation
of
inequities.

Student
has
developed
plans to
apply
strategies
grounded
in social
justice and
action to
change
the
operation
of
inequities

Student
has
constructe
d and
applied
important
strategies
grounded
in social
justice and
action to
impact
and
change
operation
of
inequities.

Student
did not
meet the
requirem
ents for
passing
this
course.

Student did
not exhibit
continual
growth in
writing, or
critical
thinking
skills; a
willingness
to take
risks;
engagement
with course
content,
relationship
s with
classmates
or openness
to new
perspective
s.

Student is
beginning
to show
growth in
their
writing
and
critical
thinking
skills; a
willingnes
s to take
risks;
engageme
nts with
the course
content;
relationshi
ps with
classmate
s and
openness
to new
ideas.

Student
has shown
growth in
their
writing
and
critical
thinking
skills;
receptivity
to risk
taking;
engageme
nt with the
course
content;
congenial
relationshi
ps with
classmate
s and
openness
to new
ideas.

Student
has
demonstra
ted
continual
and
important
growth in
their
writing
and
critical
thinking
skills; an
appreciati
on for risk
taking;
authentic
engageme
nt with
course
content
and
classmate
s; and
openness

15

to new
informati
on and
perspecti
ves.
(SLO 5)

to new
ideas.

Getting Started References

The course, Social and Political Contexts of Human
Development is a beginning tool for a myriad of life span
issues. Certainly, there are thousands of references on any
topic that we cover but here are just a few: to provide you with
greater context of the most prominent issues.
Adams, M. (2000) Readings for diversity and social justice.
New York: Routledge
Anderson, M. & Hill Collins, P. (2001) Race, class and gender.
Belmont: Wadsworth
Bell, L., Adams, M., Griffen, P. (2007) Teaching for diversity
and justice. 2nd ed. New York: Routledge
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Belensky, M. et.al (1986 ) Womens ways of knowing. New

York: Basic Books, Inc.
Clausen, J. (1999) Apples and oranges. Boston: Houghton
Mifflin
Coles, R. (1977) The privileged ones: the well off and rich in
America. (Children of crisis: volume 5) Boston/Toronto: Little,
Brown and Co.
Commons, J. (1907) Race and immigrants in America. New
York: Macmillian
Davis, A. (1990) Women, culture and politics. New York:
Vantage Books
Duberman, M. (1994) Stonewall. Penguin Group
Gilligan, C. ( 1982 ) In a different voice. Cambridge: Harvard
University Press
Goode, J & Maskovsky J. (2001) The new poverty studies. New
York: NYU Press
Jargowsky, P. (1997) Poverty and place. New York: Russell
Sage Foundation
Kantor, M. (1998) Homophobia. Westport: Praeger
Kochman, T. (1981) Black and white styles in conflict.
Chicago: University Press
LaFont, S. (2003) Constructing Sexualitites. Upper Saddle
River: Prentice Hall.
McNay, L. (2002) Gender and agency. Malden: Polity Press
Monro, S. (2005) Gender politics. London: Pluto
Pharr, S. ( 1988 ) Homophobia: A weapon of sexism. Little
Rock: Chardon Press
Riley, B.F. (1917) The white mans burden. Birmingham: B.F.
Riley

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Ryan, W. (1976) Blaming the victim. New York: Vantage Books

Smith, L. (1949 ) Killers of the dream.
Vargo, M. (1998 Acts of disclosure. New York: Haworth Press,
1998
West, C. (1999) the Cornell west reader. New York: Basic
Books
Wiegman, R. (1995) American anatomies: theorizing race and
gender. Durhavolume 5) Boston/Toronto: Little, Brown and Co.

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