Wayland Baptist University

San Antonio Campus

SOCI/JUAD 3320

CULTURAL DIVERSITY

Session: Fall 2009 Faculty Member: Dr.Robert G. Morris, III

Location: In Class Telephone: (210 826-7595 x 253

Day of Week: Fri Dates: Week of: 8/17 – 10/31/2009

Time: In Class Accessibility: Mon –Sun 0001-2400 Hours fax (210) 826-5699 E-mail: Robert.morris@wbusa.wbu.edu

Dr. Robert G. Morris, III, brings to the classroom over 35 years of International management teaching and diversity experience. During his 30-year career in the United States Army, He completed multiple assignments in Europe and the Middle East and has commanded soldiers at every level from platoon through installation, including command of a Battalion Task Force in Operation Desert Shield/Desert Storm. He as also held a variety of senior staff and diplomatic posts including: Deputy Chief of Staff, Personnel, and United States Army Europe and as Director of the Emergency Operations Center for the North Atlantic Treaty Organization during combat operations in the former Yugoslavia, and the intense negotiations to admit former communist countries into NATO. Colonel Morris has also completed multiple assignments as a Human Resources Manager and Director, and as a Diversity Manager. Col. Morris holds a Bachelor of Arts in English Literature from Pennsylvania Military College and a Masters of Arts in Management and Supervision from Central Michigan University. His postgraduate studies include completion of the U.S. Army Command and General Staff College and the Army War College. Col Morris completed his Doctorate in International Management and Leadership in Dec 2008

Course Description/Purpose:

This course presents a comparative analysis of the diverse cultural groups in the United States and their changing sociological, economic, and political status.

Prerequisites to Course:

None

Required Textbook(s):

Schaefer, Richard, Racial and Ethnic Groups Prentice Hall. Note!! Latest Edition will be used!!

A number of handouts and recommended readings /materials will be noted and distributed during the course. A writing guide to help you develop and maintain your academic writing will also be provided. The use of this guide is not required, but should prove useful in preparation of undergraduate level papers.

Teaching/Learning Philosophy:

I want you to become deeply involved in this two way learning process. I have designed this class to be challenging, yet enjoyable. I will use a variety of teaching methods including lecture, case studies, discussion, and oral presentations. I expect classes to be highly interactive and students to demonstrate self-motivation and initiative.

Competency Assessment/Objectives:

At the conclusion of this course students by:

Should be able to:

(Course competencies) (Methods of Assessment)

Develop a framework for understanding the management of Cultural Diversity concepts.	Examination/classroom exercises
Associate the various political, economic, religious, and cultural attitudes with Cultural Diversity concepts in the modern business environment.	In-class discussion, case study exercises and research
Associate the roles of government and Business in Cultural Diversity.	In- class discussion and examinations.
Understand the role nationalism has played in shaping regional values and expectations in a global business environment.	In-class discussion, examinations, research paper
Identify how culturally related issues impact the decisions of governments and world events.	Reading, research project, in-class discussion
Understand the dynamics of managing, leading, directing, controlling, and decision making under adverse political, economic, and culturally diverse conditions.	Classroom discussion/exercises/research/articles.
Demonstrate an understanding of the impact organizations such as the United Nations and the North Atlantic Treaty Organization have had on the political cultural, scientific, and industrial development of the community of Nations.	Research paper, case studies and in-class discussion

Course Requirements

Requirements	Percent of Grade
Student Exercises	15
Individual Research Project	30
Research Paper	35
Particiption	20
Total	100

Grading Policies

Mid – Term Examination

Research Project:

Each student will select an ethnic group and specific question to work on during the course. Example: Research Group 1 (Native Americans), focusing on Question C: How did the women's roles and the oppression they experienced change over time? How did women resist oppression and how did their resistance change over time? Note: history tends to equate group history with male history. This question is meant to address the unique histories of ethnic women and children.). This assignment will be in PowerPoint format - 30 slides including Cover Slide, Abstract slide and Reference slides. Instructor will provide format. The project is worth a total of 30 points.

The Ethnic Groups are:

Group 1	Native-Americans	Group 7	Chinese-Americans
Group 2	Mexican-Americans	Group 8	Japanese-Americans
Group 3	Mixed-Race Americans	Group 9	Korean-Americans
Group 4	African-Americans	Group 10	Jewish-Americans
Group 5	Irish-Americans	Group 11	Arab-/ Persian-Americans
Group 6	Italian-Americans	Group 12	Other?

The questions are:

a. Why did members of this group leave their homeland? Why choose the U.S.? How did they travel? How was passage secured? Was travel alone or in families? Were they connected to a family or friendship network that helped them relocate?

b. What types of oppression did they encounter? How did this effect where they settled, the kinds of work they did, and the education they received? How did they resist oppression? How did oppression change over time? How did resistance change over time? What was/is the outcome of resistance, non-resistance?

c. How did the women's roles and the oppression they experienced change over time? How did women resist oppression and how did their resistance change over time? Note: history tends to equate group history with male history. This question is meant to address the unique histories of ethnic women and children.

d. What contributions have been made regarding folktales, music, literature, art, technology, politics, people, and events? In other words, what part of what we casually call 'contemporary mainstream society' comes from this group?

Final Examination

Research Paper:

Each student will complete an 8-10-page research Paper, excluding title page and bibliography. The project allows you to choose an aspect of American history, cultural life, public policy, or social relations that interests you. It is an opportunity to deal with an issue in some depth. The project must have the approval of the instructor before you commence work. Successful completion of the research project is worth 35% of the final grade. Project will be submitted in APA – Instructor will provide guides and examples

The research papers must include at least 7 scholarly references (more is better)

What is appropriate?

• Academic journals and books
• The assigned text
• Textbooks and other academic books from other courses
• Interviews from scholarly experts
• Non-expert interviews – 3 will equal one expert interview.
• Include transcripts and time of interview)
• Official on line sources sponsored by the U.S. Government or other recognized organization.

What is not appropriate?

• TV shows: ,(Documentaries properly cited are OK), etc
• Unofficial “personal” websites
• Commercial Material –, etc
• Should you have a question- consult me first!

Internet Resources

Some Internet sources are considered “scholarly” and some are not. To insure that your sources meet standard, please refer to the following reference - “Five Criteria for evaluation of Web pages” at http://www.library.cornell.edu/okuref/webcrit.html

Student Exercises

Exercises: Each student will submit answers to five exercises. In addition to responding to the questions, students are to include a brief paragraph about the exercise and how it relates to the course concepts and text/or research materials (1-2 pages). Responses to exercises are to be emailed to the instructor by the date assigned. Each exercise is worth 3 points for a total of 15 points.

Exercise 1: You as a cultural identity. Identify all your different identities (racial, cultural, sexual, and ethnic) and determine the most important rules, norms, and values associated with that identity (for example, females are supposed to be “nice” and “compromise,” not “compete”). Do any aspects of your identities come into conflict with each other? What reactions do you have to your own diversity? Are any identities more important to you than other identities? Do you try to hide some of your identities?

Exercise 2: Magazine. Select a mainstream business magazine – the kind that is typically found in lobbies of organizations (indicate the magazine you have chosen and do not select one that is focused on a particular event – i.e., Iraqi War). This is your task: You are a visitor from another galaxy. Headquarters has sent you to Earth to gather demographic information about the planet. Unfortunately, Earth’s inhabitants did an atrocious job of taking care of their environments. Therefore, the only piece of data left on the face of the planet is this magazine. You cannot read the words. All you can do is interpret the pictures. Based on the limited data, give feedback to headquarters on:

Diversity of the population

Gender roles

Who seems to be in charge?

Exercise 3: The media. Watch an episode of the real-action police show “COPS.” Based on this program, how would you profile the people who commit crime? If you were a new immigrant to this country, what message would you get from this show regarding diversity and behavior?

Exercise 4: Population survey. Give several of your friends or family members a quick quiz, asking them what share of the U.S. population is White, Hispanic, African American, and Asian. If they are like most people, they will exaggerate the share of all minorities and understate the white proportion. What do you make of these results?

Exercise 5: Environmental racism. Drive around the city and identify the communities in which potential environmental hazards are located (dumps, water treatment plants, etc.). What does this mean?

Participation

Your activity level and the quality of your discussion determine the amount of participation credit you will receive. Time spent in discussions is considered part of your in-class time, and will often total twice that spent listening to lectures or in live meetings. In this class this ensures that you are involved in the class discussion throughout the week. Active participation that contributes to the learning will be rewarded.

Grading Scale

A	90-100
B	80-89
C	70-79
C -
D	63-69
F	Below 60
Incomplete	I

Incomplete:

A grade of Incomplete can be given only under extreme circumstances, where an unforeseen situation prevents the student from completing all required assignments by the end of the session. This is a decision made only by the faculty member and will only be made in

A grade of Incomplete requires a contract and work must be made up within 8 weeks after the course, in which the student was enrolled, or the “I” will revert to an “F” and the course must be repeated.

Course Outline and Assignments

Week	Assignments
1	Introduction and Course Overview Topic: Cultural Diversity today and yesterday. Chapters 1-2
2	Topic: Management, Ethics and Business in a global culturally diverse environment Chapters 3-4 DQ Exercise 1 due
3	Topic: Ethnicity and Native America Chapters 5-6
4	Topic: African America in White America Chapters 7-8 Exercise 2 Due
5	Topic: Hispanic Americans in the united States Chapters 9-10
6	Topic: Arab and Asian Americans Chapters 11-12 Exercise 3 Due
7	Topic: Asian and Jewish Americans Chapters 13-14
8	Topic: Women in America Chapter 15 Exercise 4
9______________________________________ 10_____________________________________ 11 12	Topic: A comparative analysis of the United States Chapters / e17-18 DQ 9 Due________________________________ Topic: Managing Chang. exercise 5 due______________________ Course Review Final Paper Due

Attendance and Participation

According to the Wayland attendance policy, students are expected to attend all scheduled classes and to participate actively in discussing the assigned material. Please note: Active participation and completion of Discussion Question Papers that contribute to the class will be rewarded –

Missed or late assignments:

Assignment grades will be reduced by at least one-half grade level for late assignments. I will allow make-up work for bona-fide emergencies...

Editorial Format for Written Papers:

All Papers will be prepared using APA guidelines.

Changes in Syllabus:

This syllabus is a plan. Changes may occur throughout the course to meet the needs of this particular class, as the class and/or instructor deem necessary.

Final Materials:

There are no provisions by WBU to return final course materials to students. If students wish to have their final materials returned to them, they need to provide a self-addressed envelope with adequate postage on the final night of the course. I will destroy any unclaimed student materials 90 days after the course has ended.

Disability and /or special needs:

Western Baptist University will make reasonable accommodations for students with documented disabilities. Please notify the instructor should you have special needs.

Relax and enjoy – this class will be a lot of fun!