Recent syllabus - Illinois State University Websites

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Course Syllabus FCS408, Spr 2014
FCS408 – Human Development in Social Context
Thursday, 2:30-5:20 --- 121 Turner Hall
Instructor: Bill Anderson, PhD, CFLE
Office: 203E Turner Hall
Phone:
438-3256
Email: [email protected]
Office Hours: Tuesday 1:30-2:30, Wednesday 3:00-4:00, Thursday 11:00-noon, or by appointment
Required Texts: Lives Across Cultures, 4th edition Gardiner & Kosmitzki (Allyn & Bacon)
Another Country: Navigating the Emotional Terrain of Our Elders. Pipher (Riverhead)
Quick Flip Revised Bloom’s Taxonomy (edupress.com)
________________________________________________________________________________
1. DEPARTMENTAL MISSION STATEMENT: The mission of the department of Family and Consumer Sciences is
to provide an integrative study of the human environment and the systems that impact and strengthen
individuals, family units, agencies, businesses, and community at large.
________________________________________________________________________________
2. CATALOG COURSE DESCRIPTION: Theories and research regarding human development and family dynamics
and their relationship to apparel and textiles, housing and interior environments, food and nutrition, and other
human and non-human resources.
________________________________________________________________________________
3. COURSE OBJECTIVES: By the end of this course successful students will demonstrate
 Describe, apply, compare, and integrate theories of human development and family/social dynamics
 Identify, analyze, and discuss current issues in family and consumer sciences, specifically focusing on
those relevant to development across culture
 Describe the likely impact these issues and cultural elements may have upon human
development/family dynamics
 Evaluate and synthesize current research information in FCS areas applicable to cross-cultural
development
___________________________________________________________________
4. REQUIREMENTS:
 Read required material prior to class and participate regularly in class discussions/groups
 Quizzes
 One-page synthesis essay of each weeks readings
 Five-minute teaching
 Interrupted Case Study Assignments
 Critical book review
Students will need a good working knowledge of both discussion and printed material, and are expected to
attend, arrive on time, and stay the full time. Please turn off and put away all electronics, repeated reminders
will result in your being asked to leave the class.
________________________________________________________________________________
5. QUIZZES: Will cover the topics from the weekly readings from Lives Across Cultures.
5.1 Make-up Policy: Make up for missed quizzes will be considered on an individual basis and circumstances will
require appropriate documentation by the student.
________________________________________________________________________________
6. ASSIGNMENTS:
6.1 Synthesis essays: For each class meeting, a 1 page essay will provide a synthesis of the week’s readings
(identify specific articles chosen) and a rationale for your teachings (i.e. what is the importance), conclusions,
questions….. The essay should always seek relationships between articles, compare/contrast points, discover
how an article completes or challenges another, how the readings connect to previous course topics…
Assignment is due at 9:30am on the day of the class
1
6.2 Five-minute teaching: Involves your synthesis (6.1 above) of all the week’s readings utilized. Two separate
points of teaching will be required in each class (these will be included in the essay, 6.1 above). If possible, one
teaching moment should come to a conclusion and the other to a question to be presented to the class.
6.3 Book review: A book review is not a book report. This review should be a critical reflection on the contents
and current significance of Another Country by incorporating other class materials/discussions, and your own
background, experience, and intuition, present an informed opinion of the current relevance (and cultural
relevance) of the book. In 4-6 pages, explore the role this book could play in the understanding of people of
your generation and your culture. Be creative, concise, and thorough. Some class time will be allowed for this.
6.4 Interrupted Case Studies: Case studies challenge students to identify with the individuals within context;
interrupted case studies use a progressive disclosure of information rather than giving away the entire
event/conclusion at the outset. Students will, at ten points in the semester, view individuals in a longitudinal
case study. At each point, students will (a) briefly describe where their subjects are at in their lives and why, (b)
review the accuracy of recent conclusions or predictions, and (c) make informed, theoretically informed
predictions of who/where their subject(s) will be in seven years. 1-2 pages per entry will be sufficient, due
before the next class.
6.5 Quick Thoughts (QT’s) 2 after each class.
6.6 Critical Reflection Essay: Review your work from this semester, particularly your QT’s, interrupted case
studies, and five-minute teaching synthesis essays. As you reflect, what trends do you see, what have you
changed your mind about, what did you say particularly well, what does your work say about you…? Utilize the
language of the theories we have utilized this semester when possible.
General instructions for all assignments: Work may be discussed with classmates, in fact it is encouraged;
however, each student must submit independently produced assignments. If your name is on the assignment I
will assume that all work is original with you. --- Submissions are to be double-spaced with a 12-point font.
Place your name on all assignments. Grammar, spelling, etc. will, oddly enough, be reflected in the grade.
________________________________________________________________________________
7. SPECIAL ACCOMODATIONS: Illinois State University seeks to provide each individual with ways of functioning
independently within the University community and offer equal access and opportunity in accomplishing
educational, professional and personal goals. The Office of Disability Concerns provides approved
accommodation services, in confidence, for students with disabilities. It is located at 350 Fell Hall (438-5853 or
[email protected]). More information at http://www.disabilityconcerns.ilstu.edu/fac_faq/.
________________________________________________________________________________
9. POLICY ON ACADEMIC MISCONDUCT: All acts of dishonesty in any work constitute academic misconduct.
This includes, but is not limited to cheating, plagiarism, fabricating information, misrepresentations, and
assisting any of the above. Any of the above will result in notification of Student Dispute Resolution Services
and a grade of F in the course. See current ISU catalog for further information.
________________________________________________________________________________
8. COURSE GRADES: Based on a total of 770 possible points, grades will be assigned as follows:
 Quick thoughts ( 15 at 30 possible points)
 Quizzes (11 at 15 possible points each)
 Synthesis essay and Five-minute teaching (14 at 16 possible points each)
 Critical book review (100 possible points)Interrupted case study assignment (10 at 200 possible points)
 Critical Reflection Essay (51 possible points)
%
90-100
80-93.99
75-79.99
Points
A – Exceptional
693-770
B – Above Average 616-692.99
C – Average
577.5-615.99
2
60-74.99
D – Below Average 462-577.49
Below 60 F – Fail
461.999
________________________________________________________________________________
10. SCHEDULE: READINGS, ASSIGNMENTS, & EXAMS
01/16 Course Introduction – QT1
Syllabus and Another Country
Pre-Test
Culture, Stereotypes, and Stereotyping
Theories and Methodology
 Bloom
 Erikson
 Piaget leading to Perry
Learning and Motivation
 Information Processing
 Expectancy*Value
 Motivational Sequence
7-UP Great Britain - Meeting Neil, Suzy, and Nick
01/23 Introduction – QT2
LAC pp. 1-18 and Quiz #1
Synthesis Essay/Teaching #1 due via ReggieNet by 9:30am
Interrupted case study #1 – 14-UP Great Britain
All following readings are available in ReggieNet’s Resources & Materials folderAll will read:
 Odde, H.L. (2009). Interactions of temperament and culture: The organization of diversity in Samoan
infancy. Journal of the Society for Psychological Anthropology, 37 (2), 161-180.
Choose one of the following:
 Boddy, J. (2014) Research across cultures, within countries: Hidden ethics tensions in research with
children and families? Progress in Development Studies 14, 1 (2014) pp. 91–103.
 Super, C.M., & Harkness, S. (2008). Globalization and its discontents: Challenges to developmental
theory and practice in Africa. International Journal of Psychology, 43(2), 107-113.
 Jones, C. J. et al. (2012). Determinants and consequences of child culture brokering in families from the
former Soviet Union. American Journal of Community Psychology, 50, 182-196.
01/30 Theory and Methodology – QT3
LAC pp.19-52 and Quiz #2
Choose two of the following:
 Binstock, R.H. (1997). Crafting the study of lives: The legacy of Bernice Neugarten and the future of
gerontology. The Gerontologist, 37(5), 693-698.
 Sutherland, M., & Harkness, S. (2007). At home in an institution: Daily life on a pediatric inpatient
psychiatric unit as... developmental niche framework. OTJR, 27, 935- (ReggieNet)
 Bronfenbrenner, U., & Evans. W. (2000). Developing science in the 21st century: Emerging questions,
theoretical models, research designs empirical findings. Blackwell Publishers. (ReggieNet)
 Chuang, S.S. (2009). Gender roles in immigrant families: Parenting views, practices, and child
development. Sex Roles, 60, 451-455. (ReggieNet)
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02/06 Culture and Socialization– QT4
LAC pp. and 53-82 and Quiz #3
 Takanishi, R. (2004). Leveling the playing field: Supporting immigrant children from birth to eight. Future
of Children, 14.
 Maccoby, E. E. (1992). The role of parents in the socialization of children: An historical overview.
Developmental Psychology, 28(6), 1006-1017.
 Ivadi, A, & O’Neill, S. (2000). Adolescence musical role models: Whom do they admire and why?.
Psychology of Music, 36, 395- (available on ReggieNet)
02/13 Cultural Aspects of Development – QT5
LAC pp. and 83-107 and Quiz #4
 Mukai, T., & McCloskey, A.A. (1996). Eating attitudes among Japanese and American elementary school
girls. Journal of Cross-Cultural Psychology, 27(4), 424-435.
 Zahn-Wexler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for
others. Developmental Psychology, 28, 126-136
 Eckensberger, L.H. (1994). Moral development and its measurement across cultures. In W.J. Lonner and
R.S. Malpass (Eds.), Psychology and Culture (pp. 71-78). Boston: Allyn and Bacon.
 Smith, D.E. & Reynolds, T.E. (1992). Adolescent’s self-image: A cross-cultural perspective. Child Study
Journal, 22, 303-315.
 Konrad, S.C. (2006). Posttraumatic growth in mothers of children with acquired disabilities. Journal of
Loss and Trauma, 11, 101-113.
 Foster,E., & Kalil, A. (2007). Living arrangements and children's development in low income white, black,
and Latino families. Child Development, 78(6), 1657-1674. (Available on ReggieNet)
02/20 Culture, Language, and Cognition - QT6
 Bengtsson, H. & Johnson, L. (1992). Perspective taking, empathy, and prosocial behavior in late
childhood. Child Study Journal, 22(1), 11-21
 Kuhl, P. (2000). A new view of language acquisition. Proceedings of the National Academy of Sciences of
the United States of America, 97(22), 1 1850-11857.
 Tamis-LeMonda, C.S., Bornstein, M.H., & Baumwell, L. (2001). Maternal responsiveness and children’s
achievement of language milestones. Child Development, 73(3), 748-767.
 Anderson, J.W. (2005). The natural ways of musicality, language, and self-regulation in infants.
Psychomusicology, 19(1), 41-58.
 Wu, P., & Chiou, W. (2008). Postformal thinking and creativity among late adolescents: A post- Piagetian
approach. Adolescence, 43, 237-251.
02/27 Culture, Self, and Personality - QT7
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Markus, H.R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and
motivation. Psychological Review, 98, 224-253.
Rushton, J.P. (1998). Ethnic differences in temperament. In Y. Lee, C. McCauley, and J. Draguns (Eds.),
Personality and person perception across cultures (pp. 45-63). Mahmaw, NJ: Erlbaum.
Labouvie-Vief, G. (1982). Dynamic development and mature autonomy. A theoretical prologue. Human
Development, 25, 161-196.
03/06 Culture, Gender, and Sexuality – QT8
Interrupted case study #7– 56-UP Great Britain
All of the following are required:
 Wiik et al. (2009). A study of commitment and relationship quality in Sweden and Norway. Journal of
Marriage and Family, 71(3), 465-477.
 Anderson, J.W. (In Press). Wheel theory of love. In C.L. Shehan (Ed.), The Encyclopedia of Family
Sciences. Hoboken, NJ: Wiley-Blackwell.
 Anderson, J.W. (In press). Sternberg’s triangular theory of love. In C.L. Shehan (Ed.), The Encyclopedia of
Family Sciences. Hoboken, NJ: Wiley-Blackwell.
03/20 Culture and Social Behavior – QT9
Interrupted case study #8– 7-UP South Africa
Choose two of the following
 McGregor, S.L.T. (2008). Conceptualizing immoral and unethical consumption using neutralization
theory. Family and Consumer Sciences Research Journal, 36(3), 261-276.
 Dean, L.R., Carroll, J.S., & Yang, C. (2007). Materialism, perceived financial problems, and marital
satisfaction. Family and Consumer Sciences Research Journal, 35(3), 260-281.
 Ward et al. (2009). The more the merrier? Multiple parent-adult child relations. Journal of Marriage and
Family, 71(1), 161-173.
03/27 Family in Cultural Contest – QT10
Interrupted case study – 14-UP South Africa
Choose one of the following
 Shlafer et al. (2009). Mentoring children with incarcerated parents: Implications for research, practice,
and policy. Family Relations, 58(5), 505-519.
 Culp, A.M., Culp, R.E., Noland, D., & Anderson, J.W. (2006). Stress, marital satisfaction, and child care
provision by mothers of adolescent mothers: Considerations to make when providing services. Children
and Youth Services Review, 28, 673-681.
 Culp, A.M., Culp, R.E., Anderson, J.W., & Carter, S. (2007). Health and safety education with first-time
mothers. Health Education Research Journal, 22, 285-294.
 Yaman et al. (2010). Parenting in an individualistic culture with a collectivist cultural background: The
case of Turkish immigrant families with toddlers in the Netherlands. Journal of Child and Family Studies,
19, 617-628. (Available on ReggieNet)
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04/03 Culture and Health – QT11
Interrupted case study – 21-UP South Africa
Choose one of the following
 Johansen, A. (2006). Health behavior among adolescents in Denmark: Influence of school class and
individual risk factors. Scandinavian Journal of Public Health, 34, 32-40.
 Grue, L. & Laerum, K.T. (2002). ‘Doing motherhood’: Some experiences of mothers with physical
disabilities. Disability & Society, 17(6), 671-683.
 Anderson, J.W., Huth, C., et al. (2012). Family functioning, chronic illness, and disability: Missing a truly
familial perspective. Review of Disability Studies: An International Journal, 8(2), 20-30.
 Lewis, F.M. & Hammond, M.A. (1996). The father’s, mother’s, and adolescent’s functioning with breast
cancer. Family Relations, 45(4), 456-466.
 Shapiro, E.R. (2002). Chronic illness as a family process: A socio-developmental approach to promoting
resilience. Journal of Clinical Psychology, 58(11), 1375-1384.
 Smith, S.R. & Soliday, E. (2001). The effects of parental chronic kidney disease on the family. Family
Relations, 50(2), 171-177.
04/10 Virtual Child age 1-6 – QT12
Another Country Review (minimum through p. 56)
Choose two of the following (located in Infancy folder in ReggieNet Resources & Materials):
 Farver, J., & Howes, C. (1993). Cultural differences in American and Mexican mother-child pretend play.
Merrill-Palmer Quarterly, 39, 344-358
 Bornstein, M.H. et al. (1992). Functional analysis of the contents of maternal speech to infants of five
and 13 months and for cultures: Argentina, France, Japan, and the United States
 Anderson, J.W. (2005). The natural ways of musicality, language, and self-regulation in infants.
Psychomusicology, 19(1), 41-58.
 Bornstein, M.N. et al. (1999). Play into societies: Pervasiveness of process, specificity of structure. Child
Development, 70, 317-331.
 Sagi, A. et al. (1994). Sleeping out of home in a kibbutz communal arrangement: It makes a difference
for infant-mother attachment, Child Development, 65, 192-1004.
 Parmar, P. Harkness, S., & Super, C.M. (2004). Asian and Euro-Americans parents’ ethnotheories of play
and learning: Effects on pre-school children’s home routines and school behavior. International Journal
of Behavioral Development, 28(2), 97-104.
Another Country Review
Choose two of the following (located in Infancy folder in ReggieNet Resources & Materials):
 H.E. Marano (2004). A nation of wimps. Psychology Today. Available in ReggieNet…
 Mann, J.R., Crawford, S., Wilson, L., & McDermott S. (2008, July). Does race influence age of diagnosis
for children with developmental delay? Disability and Health Journal, 1(3), 157-162.
 García Coll, C., & Szalacha, L.A. (2004). The multiple contexts of middle childhood. Future of Children,
14(2), 81-97.
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Maschio, T. (1995). Mythic images and objects of myth in Rauto female puberty rituals. From to
remember the faces of the dead: The platitude of memory in southwestern New Britain. University of
Wisconsin Press.
Nelson, E. & White, D. (2002). Children’s adjustment during the first year of a parent’s cancer diagnosis.
Journal of Psychosocial Oncology, 20(1), 15-36.
Villani, S. (2001). Impact of media on children and adolescence: A 10-year review of the Research.
Journal of the American Academy of Child and Adolescent Psychiatry, 40(4), 392-402.
Jung, J., & Peterson, M. (2007). Body dissatisfaction and popular media use among preadolescent
children. Family & Consumer Sciences Research Journal, 36(1), 40-54.
Another Country Review
 Crystal, D.S., Watanabe, D.H., & Chen, R. (2000). Reaction to morphological deviance: A comparison of
Japanese and American children and adolescents. Social Development, 9, 40-61.
 Stamps et al. (2009). Adolescents with nonresident fathers: Are daughters more disadvantaged than
sons? Journal of Marriage and Family, 71(3), 663-679.
 Tiggemann, M. (2000). “I would rather be size 10 than have straight A’s”: A focus group study of
adolescent girls’ wish to be thinner. Journal of Adolescence, 23, 645-659.
 Davis, S.S. & Davis, D. A. (1995). The mosque and the satellite: Media and adolescence in a Moroccan
town. Journal of Youth and Adolescents (24)
 North, A.C., Hargreaves, D.J., & O’Neill. (2000). The importance of music to adolescents. British Journal
of Educational Psychology, 70, 255-272.
05/01 Forward in a Changing Society - QT15

King, J.E. (1994). Dysconscious Racism: Ideology, identity, and the miseducation of teachers. In L.
Stone (ed.) The Education Feminist Reader, pp. 336-348. New York: Routledge.

West, C. (1993). Prophetic thought in postmodern times. In R.E. Reed & T.W. Johnson 2000.
Philosophical Document in Education, (2nd Edition, 2000), pp. 171-183. New York: Longman.
What will 2020 look like?
05/08 Critical Book review due via ReggieNet at 10:00am
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Recent syllabus - Illinois State University Websites

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