FACS150 -
Syllabus - (Web-Based Version)
California
State University, Sacramento
College of
Social Sciences and Interdisciplinary Studies
Family and Consumer Sciences
(278-6393 & fax: 278-7520)
http://www.csus.edu/indiv/k/kawamoto/
Please contact me in this order:
1) email:
kawamotw@saclink.csus.edu 2) Office: 278-5339 3) Home:
925-4217
I HIGHLY ENCOURAGE CALLING ME AT HOME IF I DO NOT RESPOND
WITHIN 24 HOURS.
Orientation DAY!!! September 3, 6-8pm Mendocino 2007
Catalog Description:
FACS 150. Family Stress and Coping: Multicultural Focus. Study of multicultural families and diverse family forms, with a focus on how families function under stress. Family theory and research are applied to the interpretation and analysis of selected literary works. Prerequisite: FACS 50 or equivalent with instructor permission. Passing score on the WPE. 3 units.
Pg. 362 in the California State University, Sacramento 2000-2002 Catalog.
Personal Course Description:
Family theory and research applied to the interpretation and analysis of selected literary works on multiethnic families. Because this course takes a special look at the challenges to and strengths of ethnic minority families, it meets the requirements for the Race and Ethnicity in American Society General Education category. Because this course challenges the student to develop and utilize his or her communications skills such as writing and speaking, this is an Advanced Study course. Because this course helps in challanging the student to grow as a person and a professional, this class satifies the are E Understanding Personal Development category. Supplemental Prerequisites: at least one of the following: FACS 50/Soc.5; Anthro 2; Soc 3; Psych 1 (Some introduction to people class). You are responsible for meeting the requirement of a C- grade in any of the above listed social science courses.
Course
Objectives
Upon completion of this course the student will:
- Be able to delineate and apply theories and research in family behavior, race, class and gender to interpret the behavior of ethnic minority families and individuals, who are experiencing stress.
- Become aware of how immigration, migration, and socialization can cause stress for individual and family members who may be faced with learning a new language and/or new social/political ways of life.
- Recognize how family life is shaped by social class, religion, race/ethnicity, gender and sexual orientation.
- Acquire knowledge of one's physiological and psychological response to stress as influenced by cultural background, and how physical stressors such as birth, illness, aging and death are dealt with in different cultures.
- Demonstrate an ability to understand an empathize with the total life experiences (physical, psychological, social) of others by identifying possible motivations /explanations for individual and family behavior.
- Be able to organize ideas gathered from research and lecture into coherent and grammatically correct written analysis of a specific literary work.
- Integrate and apply the connections between art, family life, and behavioral science.
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Assignments
The following is a brief overview of the assignments
for this course. More detailed descriptions are provided for
classmembers in WebCT, non-classmembers may contact the
instructor for more information.
1. Mini Quizzes (10% of grade).
To help guide you to areas of our readings I find valuable,
there will be mini objective and subjective quizzes based
upon the readings. Study guides will be provided in WebCT.
There will be 10 quizzes at 10 pts each (100 total).
2. Bulletin Participation (13% of grade).
Minimum contribution of 2 thoughtful post a week to the
class WebCT Discussion List. The class will have a list
discussing some of the issues relevant to our readings.
Participation will also count cumulatively for 3 pages of
the required 20 pages necessary for Advanced Study classes.
More instructions will be given at the orientation and in
WebCT. Full credit will be worth 130 points.
3. Student Webpage Presentations & Writing Sample
(24% of grade).
· The analysis papers described below will provide the
basis for student webpage presentations. You are to present
your ideas visually to the class for three out of the four
first literary works we will discuss. With many points of
view gained from various resources, we should gain greater
perspective in our understanding of family behavior. Each
presentation (one for each of the first four main ethnic
minority groups we address) will be graded based on overall
presentation (aesthetics?), use of library research (Did you
provide interesting info?), connection to the literary work
being discussed (Did you use our readings?), and ability to
involve the class (We will do this differently as the
semester continues). This assignment will be discussed in
detail in WebCT.
Each presentation is worth 60pts.
· A 1-2 page thematic analysis of a website will serve as a writing sample and will be included under participation as well. There will be a detailed description in WebCT. This will be evaluated, but not graded. Everyone will receive 60pts .
4. Various papers focusing on the four major ethnic
minority groups
will be required (45% of grade).
· The 4-5 Page major papers.
Each paper will be a library research paper/case study utilizing the first four literary works assigned as focal points. Library references (see the bibliographies in McAdoo as starting points) serve as your source of expertise. You may also draw from the lecture notes in WebCT or information from other classes, but you still must use at least (You should use more than three if you want a high grade) three QUALITY outside primary resources from the library/internet.
Analyze and interpret, not just describe, the behavior of the family members by identifying variables precipitating the stress and/or the effects of the stress on the family. You may also discuss the strengths of the family in coping with stress. Or you may write on cultural concepts/preferences unique to the specific family which differentiates this family from families in other cultural/ethnic groups.
In order that each paper be no longer than (5) pages you must select a theme (or at most two themes) from your library research and analyze the family's behavior around that/those theme(s). The analysis papers should demonstrate your ability to develop an idea, show the relationships between ideas, support your observations and draw conclusions about family behavior.
You can choose to omit a paper on the novel of your choice, but you must read all books in order to actively participate in discussion and you may still prepare a web presentation. On the novel you choose to not write a paper on, you must still write an introduction paragraph with a thesis statement and include an outside reference as well as quotes from the novel to substantiate/illustrate you reference material (1-2 pages).
There are no points for this "pass paper", but I will take off 50 pts from your overall paper score if it is not done or not done well enough.
Here are ideas for some of the issues faced by the families and some possible themes in the books. This is by no means an exclusive list. It is merely a sampling to show you the variety of topics available to you:
spirituality/ religion, death, chronic illness, mental health, siblings, adolescence, economic stress, parenting, marital forms, inter/intra ethnic relations, intergenerational/extended family, fictive kin/compadres, socialization, immigration/migration, lesbian/gay relationships, rural/urban, ethnic group strengths/resiliency, traditions/customs, birth order, gender and racial oppression, classism, government relations, single parent family, step children/family, family violence, child abuse/ neglect, suicide, grief, mourning, work and family, children leaving the nest, infidelity, divorce, substance abuse, foster parenting, marginalism, dealing with experiences from war, drugs/alcohol, prostitution, historical contexts, adolescent sexuality.
Your grade on each paper will be based on the following criteria:
Proper form: Typed, double-spaced, standard layout, appropriate English usage (spelling, grammar, paragraphing, organization, thesis statement, topic sentences) citations (A.P.A. style) with bibliography. Manuals on A.P.A. style are available at the bookstore. Do not use any type of folder for your paper. Turn in the pages stapled together with an appropriate title page.
(50 points).
Content: AT LEAST (3) quality primary OUTSIDE resources used, and well integrated with examples from your case study. A more detailed explanation will be given in class and in WebCT (100 points). Late papers are penalized 10 points for each day late with the exception of verified illness or other emergencies.
Another Option: You could choose to find 3 to four websites related to the readings and spend 1-2 pages discussing each in terms of the McAdoo articles and the literary readings assigned. This should still be 4-5 pages long. You could also present this information in the webpage presentations. More info in WebCT.
4. European American "Medium" Paper (8% of grade)
You will do a smaller version of your major papers for our final unit on European Americans. You will pick a scene from the Neil Simon play, Lost in Yonkers, such as the issue of sibling relationships or dealing with the death of a family member. Your research should be made into a 3-4 page paper, with at least two quality outside references. The same standards and evaluation criteria will be used on this paper as the main papers above. The main reason for this activity is to bring together the ideas of literary art, family issues, and research. (80% pts).
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Grades
Summary
Points:
|
Bulletin Participation= 130 pts |
|
Quizzes (10 @ 10pts each)= 100pts |
|
-Webpage Presentations (3 @ 60pts each) = 180pts -Writing Sample = 60pts |
|
Papers 450 points (3 at 150 pts each) |
|
European American Paper= 80pts |
|
Possible total 1000 |
|
100- 95 = A |
94 - 91= A- |
90 - 87 = B+ |
|
86 - 83= B |
82 - 79 = B- |
78 - 75 = C+ |
|
74-71 = C |
70 - 67 = C- |
66- 63 = D+ |
|
62 - 59= D |
58- 54 = D- |
53 - = F |
I will at times suggest different opportunities for extra credit, there will be a page in WebCT describing extra credit in detail, and you can come to me with ideas that you may have. Ideas should always try to connect with this course.
Reading
Materials
The required texts for the course this semester
are:
Gotanda, P. K. (1991). Fish Head Soup and Other Plays. Seattle: University of
Washington Press.
Benokraitis, N.J. & Taylor, Y.S. (2002). Contemporary Ethnic Families in the United States. Prentice Hall.
Pimentel, R. (1997). House With Two Doors. Tempe, AZ: Bilingual Press.
Simon, N. (1991). Lost in Yonkers. New York: Penguin Books.
The above are available at the bookstore.
TwoRivers, E. D. (2000). Red Requiem. Chicago, IL
Bullins, E. (1997) Boy X Man. Boston, MA
These will be purchased at the Orientation. Bring $23 in cash or check.
There may also be a few online articles required.
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Other
Materials
Each student needs an Internet account and access to a machine with a Web browser. Basic e-mail, netiquette, and file management skills are helpful. In addition to this page, there will be a lesson provided in WebCT and we will discuss netiquette throughout the semester
Technology
Students will need an electronic mail account and
computer access to the Web. All CSUS students enrolled in
one or more units can create a SacLink
account for electronic mail and Internet services. Although
a home computer with a high speed modem running Netscape or
Internet Explorer would be beneficial, students can use the
Web from one of the campus student labs.
All of Professor Kawamoto's classes have electronic communication components to them. Expect a significant portion of your work in this class to be spent communicating and working on the internet.
Computing Recommendations
FACS 150 online is an ADVANCED STUDY course in every sense of the word. Not only will I be expecting you to be able writers. I expect students in the online version of FACS150 to be computer literatate with access to respectable resources.
VERY IMPORTANT: "Advanced Study" In this class means that you are advanced enough with the internet to where you already know how or you feel you can easily learn how ON YOUR OWN, how to create a website. Don't be TOO concerned. Every semester about half don't know how to make a website, but most are pretty comfortable with the internet and are able to learn how.
You will find specifics on what you need as far as hardware and software at the link below: http://www.csus.edu/uccs/documents/comphar2.htm
Go to the "New to WebCT" area and check and see that you are ready for class here http://online.csus.edu/
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The Family and Consumer Sciences Department supports the University policy for dropping courses.
1. All drops after the second week of instruction must have the approval of the instructor and the Department Chair and are allowed only for "serious and compelling" reasons. A WRITTEN VERIFICATION IS REQUIRED.
2. All drops during the final three weeks of instruction must have the approval of the instructor, FACS Department Chair and Associate Dean of the College of Social Sciences and Interdisciplinary Studies and are allowed only in extenuating circumstances.
3. The Department Chair will respect the faculty member's judgment of "serious and compelling" reasons.
4. Dropping a course because of failing grades IS NOT considered a "serious and compelling" reason.
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Page updated: 7/16/02