UNIVERSITY OF NEVADA - RENO SCHOOL OF SOCIAL WORK BSW PROGRAM Course Title and Number: SW 310: HBSE I Structural Factors and Macro Systems Instructor: Contact Information: Office Hours Location Credits: 3 Pre-Requisites: SW 101, SW 250, PSY 101, SOC 101, ANTH 101, ECON 100, 102 or 103, CH 203, BIO 100 Course Description SW 310 is the first course in a two course sequence that promotes a multidimensional understanding of human functioning and behavior across systems and the life course. This course specifically examines human behavior manifested in larger systems as well as the reciprocal relationship between individual functioning and social institutions. In particular, the course orients students to social work perspectives that view human behavior as being influenced and impinged upon by environmental forces. The course advances students ability to critically examine the role of power, privilege and oppression in shaping life experiences. Linkages with Other Courses SW 310 builds on the knowledge of human functioning acquired in Anth 101, Soc 101, Psy 101 and Econ 100, 102 or 103. It provides the deeper understandings of human behavior required in the professional sequence, including the field practicum. Finally, it orients students to the multidimensional understandings of human behavior that will be built upon and continued in SW 311. Relevant Competencies Identify themselves as professional social workers and conduct themselves accordingly (2.1.1) Apply social work ethical principles to guide their professional practice (2.1.2) Apply critical thinking to inform and communicate professional judgments (2.1.3) Engage diversity and difference in practice (2.1.4) Advance human rights and social and economic justice (2.1.5) Apply knowledge of human behavior and the social environment (2.1.7) Course Objectives/Educational Outcomes Upon completion of this course students will be able to 310.1. Use the person in environment approach to examine and explain complex human behavior and functioning 1
310.2. Identify tacit knowledge as it informs judgment and understandings of human functioning 310.3. Analyze the fit between theories and social work values 310.4. Apply an evidence-informed approach to understanding human behavior 310.5. Critically analyze the cultural biases, theoretical premises, and potential implications of a variety of theories of human behavior 310.6. Differentially apply theories and research to explain human functioning across system levels 310.7. Apply the concept of intersectionality to understandings of human identity and functioning 310.8. Identify and apply the central premises and concepts of conflict theory to understand human functioning 310.9. Analyze the effects of oppression, prejudice, privilege and discrimination on human functioning 310.10. Identify the central premises and concepts of the strengths-based, ecosystems and empowerment approaches 310.11. Identify common social institutions within society and the influence of social institutions on human functioning 310.12. Conduct an organizational analysis supported by empirical evidence and theory 310.13. Analyze the role of norms, values, beliefs, traditions, and behaviors in shaping and perpetuating culture across system levels, including organizations, communities and societies 310.14. Identify the role of the political economy in shaping other social institutions 310.15. Apply theories of community functioning to examine a local community Instructional Methods This course will implement a variety of collaborative learning techniques. Some of these techniques will include: lecture, class discussion, small group activities, and videos. Course Policies Class Attendance and Participation: As much of the learning in this class is dependent upon class member contributions, you will be expected to come prepared and ready to actively participate in every class meeting. Active participation will include: involvement in class activities and discussions, timeliness to class, and collegial conduct. 2
Students who miss 2 class sessions will lose 10 points. Students who miss 3 class sessions will lose 15 points. Those students who miss 4 or more class sessions will receive a grade of F for the course. Disabilities: Students who have documented disabilities that may affect their learning or performance in this class should contact the UNR Disability Services Office (Thompson Student Services Building, room 101). The instructor will make all those accommodations that are requested in writing by the aforementioned office. Academic Success Services: Your student fees cover usage of the Math Center (784-4433 or www.unr.edu/mathcenter/), Tutoring Center (784-6801 or www.unr.edu/tutoring/), and University Writing Center (784-6030 or www.unr.edu/writing_center). These centers support your classroom learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside of class is the sign of a responsible and successful student. Academic Dishonesty: Cheating, plagiarism or otherwise obtaining grades under false pretenses" constitute academic dishonesty according to the code of this university. Academic dishonesty will not be tolerated and penalties can include canceling a student's enrollment without a grade, giving an F for the course or for the assignment. For more details, see the UNR General Catalog. Course Requirements Readings Alexander, R. (2010). Human behavior in the social environment: A macro, national, international perspective. Thousand Oaks, CA: Sage Publications. Johnson, A.G. (2006). Privilege, power and difference (2 nd Ed.). New York, NY:McGraw Hill. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York, NY: Three Rivers Press. Readings on electronic reserves through the Knowledge Center Assignments Midterm and Final Exams There will be two exams given during the semester. These exams will consist of short answer, application, and essay questions. The dates for these exams are noted in the Course Calendar. Each exam is worth 50 points. Make-up exams will only be given to students who experience an unexpected emergency. Students requesting make-up exams must present documentation supporting their need to miss the original exam date. Worksheets Students will complete five worksheets at home and bring them to class for small group discussion. These worksheets will then be submitted to the professor after the small group discussions. These assignments are worth 4 points each (20 points total). The due dates for the assignments are noted in the course calendar. The professor will only accept assignments turned-in during class on the due date. Electronic copies will not be accepted. 3
Anti-Oppressive Paper In this paper, students will explore a status that is linked to significant oppression within the United States. This paper should be written in APA format, with appropriate citations, page numbers, 1-inch margins, double-spaced in 12-point font. Papers should be 5 to 7 pages in length and include 5 citations. Ten points will be awarded based on the clarity of the writing and grammar/spelling. The paper is worth 80 points total. The professor will not accept papers submitted electronically. Students should address each of the following points within their papers. Examination of the status. Who is affected? How many people are affected? What does the data reveal about this status? Examination of structural factors and stratification. How is oppression evidenced in the social structure? Who benefits from the marginalization of this status and how do they benefit? How might those benefits cause people continue to support oppressive practices in order to maintain their benefit/privilege? Examination of current and historical efforts to alleviate structural oppression based upon this status. Anti-oppressive strategy. Identify a step-by-step strategy for ensuring that you will not participate in the on-going oppression of people based upon this status. Grading Grading: Grades will be awarded based upon your performance on the aforementioned course requirements. Midterm Exam 25% Final Exam 25% Anti-Oppressive Paper 40% Worksheets 10% The following scale will be used to determine letter grades: 190 or higher A 180 189 A- 174 179 B+ 168 173 B 160 167 B- 154 159 C+ 148 153 C 140 147 C- 134 139 D+ 128 133 D 120 127 D- 119 or less F 4
Sample Course Calendar Week Topic Reading Assignments 8/27 Course Overview and Introductions 8/29 How do we know what we know? Types of knowledge 9/03 Evidenced-Informed Understandings of Human Behavior 9/05 Person-in-Environment Approach and the Multidimensional Approach 9/10 The Social Structure and Social Institutions Robbins, Chatterjee and Canda (2012). Bacon:Boston:MA. Chapter 1. Hutchinson. E. (2011). Dimensions of human behavior: Person and environment (4 th Ed.). Sage:Thousand Oaks, CA. Pages 26 31. Hutchinson. E. (2011). Dimensions of human behavior: Person and environment (4 th Ed.). Sage:Thousand Oaks, CA. Pages 1 17. Hutchinson. E. (2011). Dimensions of human behavior: Person and environment (4 th Ed.). Sage:Thousand Oaks, CA. Chapter 9 9/12 Theoretical Understandings of Social Alexander, chapter 3 Institutions 9/17 Systems Theory Robbins, Chatterjee and Canda (2012). Bacon:Boston:MA. Chapter 2. Worksheet One Due 9/19 Ecosystems Theory Robbins, Chatterjee and Canda (2012). Bacon:Boston:MA. Pages 32-35. 5
Week Topic Reading Assignments 9/24 Conflict Theory Robbins, Chatterjee and Canda (2012). Bacon:Boston:MA. Chapter 2. 9/26 Conflict Theory Cont. Johnson, chapter 3 Worksheet Two Due 10/01 Power, Privilege and Oppression Johnson, chapters 1 and 2 10/03 Social Institutions and Power Johnson, chapter 4 10/08 Privilege Exploration Johnson, chapter 5 McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack, Independent School, 49(2), 31 36 10/10 Mechanics of Oppression Johnson, chapters 6 and 7 10/15 Mechanics of Oppression Johnson, chapter 8 10/17 Midterm Exam Midterm Exam 10/22 Intersectionality Crawford, K. (n.d.). Intersectionality: The double bind of race and gender, Perspectives. Group One Anti- Oppressive Paper Marsh, W. (2010-2011). Acknowledging black male privilege, Harvard Journal of African American Public Policy, 17, 61-63. 10/24 Social Stratification Coleman, S. (2012) The decimation of the middle class and its meaning for social work, Journal of Progressive Human Services, 23(1), 76 93. 6
Week Topic Reading Assignments 10/29 Social Institutions Culture Hutchinson. E. (2011). Dimensions of human behavior: Person and environment (4 th Ed.). Sage:Thousand Oaks, CA. Chapter 8 Group Two: Anti- Oppressive Paper Due 10/31 Social Institutions Culture Robbins, Chatterjee and Canda (2012). Bacon:Boston:MA. Chapter 6. 11/05 Social Institutions Education Alexander, pages 137 141 11/07 Social Institutions Education Kozol (entire book by this date) 11/12 Social Institutions Religion and Alexander, pages 141 149 and 164 173 Mass Media 11/14 Social Institutions Organizations Alexander, chapter 6 Worksheet Three Due 11/19 Social Institutions Communities Alexander, chapter 7 11/21 Social Institutions Communities Alexander, chapter 8 Worksheet Four Due 11/26 The Global Context Alexander, chapter 9 11/28 Thanksgiving No Readings 12/03 What can be done? Identifying Johnson, chapter 9 Structural Oppression Androff, et. al. (2011). US immigration policy and immigrant children s well-being: The impact of policy shifts, Journal of Sociology and Social Welfare, (38)1, 77 98. 7
Week Topic Reading Assignments 12/05 What can be done? Empowerment Theory Robbins, Chatterjee and Canda (2012). Bacon:Boston:MA. Chapter 4. Worksheet Five Due 12/10 What can be done? Cultural Humility Group Three: Anti- Oppressive Paper Due 12/12 Final Exam Final Exam 8:00 am to 10:00 am 8