THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Instructor: R. G. McRoy TA: Cassandra Moore Office: SSW 3.208G, 471-0551 Office: 3.208B, [email protected] Office Hours: T/Th 2:00-3:00 p.m. & by appointment Office Hours: T/Th 2:00-3:00 p.m. Course #: SW 360K/SW 395K/AFR 374/WS 340 Meeting Place: SSW 2.112 Unique #: 58635/ 58940/ 31335/ 43085 Meeting Time: T/Th 12:30-2:00 p.m. THE AFRICAN AMERICAN FAMILY Spring 2000 I. Course Description This course is designed to provide an overview of historical and contemporary issues facing African American families and children. Social service delivery to African American families and communities is emphasized. This course is an upper-division, social science elective and is open to BSW students as well as other majors. II. Course Objectives By the end of the semester, students will be able to: 1. Demonstrate an understanding of African American family structures and dynamics from a social systems perspective. 2. Demonstrate an understanding of the historical background of the African American family and its impact on contemporary family life. 3. Demonstrate an understanding of the psychosocial dimensions of the African American family. 4. Understand the meaning and significance of the development of African American identity. 5. Identify specific social issues facing African American males and females. 6. Identify and describe the variety of life styles among African Americans and the situational determinants of different family forms and patterns of adaptation. 7. Identify barriers facing specific African American populations, including persons with disabilities, women, gays and lesbians. 8. Critique the treatment of African American families in American scholarship. 9. Demonstrate an understanding of the major problems facing African American children and families today.10. Demonstrate an awareness of value dilemmas and policy initiatives that differentially affect African American families and diverse social service providers. 11. Promote social justice by recognizing and identifying ways to address discrimination against African Americans and other oppressed populations. III. Teaching Methods Lectures, class discussion, textbook assignments and special projects and reports will be utilized to achieve course objectives. Guest lecturers and films will provide supplementary learning resources. Lectures are designed to supplement readings. Students are expected to come prepared to each class and participate in discussions of assigned readings and of supplementary material presented in lectures. IV. Required Readings Hayes, F. W. III., (Ed.). (1997). A turbulent voyage: Readings in African American Studies. San Diego, CA: Collegiate Press. The African American Family -- A Book of Readings at Speedway Copying, Dobie Mall. Bring your registration form as proof that you have registered for the class, because you may be asked to present it. V. Course Requirements Undergraduate Students A. Exams Two exams will be given—a midterm and a final. All exams will contain a combination of objective and short essay questions. B. Research Paper Students will be required write a research paper which will focus on some aspect of African American families life experiences or issues faced by some African American families. Topics or issues explored could include (but are not limited to) the following: 1. Disproportionately high number of African American children in foster care 2. Recruiting need for African American adoptive and foster families 3. African Americans’ performance on standardized tests 4. Health care issues for African Americans including diabetes, hypertension, cancer 5. African American families’ experiences with racism 6. Issues faced by gay and lesbian African Americans 7. Disproportionately high number of African American children and adults in the criminal justice system 8. Impact of Hopwood decision on African American students 9. Resegregated schools: Issues for African American children and families 10. Informal adoption in African American families 211. Impact of welfare reform on African American families 12. Challenges faced by African American men and youth 13. Interracial dating and marriage 14. Mental health service delivery to African American families 15. Ethnic identity of children of interracial marriages 16. Representations of African Americans in the media 17. Role of spirituality in African American families 18. Black English controversy 19. African Americans and the police Each student will explore a topic area through research and interviewing social service agency staff dealing with these issues. Each student will submit a final written report (12-15 pages) of their research project on the last class day. Each student will submit the following: Date Due Research Project Proposal February 3 Final Paper May 4 C. Grading Criteria Grading Scale The grading standard of this class is as follows: A = 90-100 Two exams (25% each) 50% B = 80-89 Research paper 40% C = 70-79 Class Participation 10% D = 60-69 100% Quality of written English will be considered in the evaluation of these assignments. Class participation will be graded as follows: A (Excellent) Attends all class meetings, reads assignments in advance of class and participates by asking unusually thoughtful questions and contributing pertinent observations. B (Above average) Attends at least 23-26 class meetings, usually reads material in advance of class, participates in class group discussion and makes effective contributions to the class. C (Average) Attends at least 18-22 class meetings and participates effectively in class and group discussions. D (Pass) Attends at least 16 of the class meetings. D. Extra Credit Volunteer Work (OPTIONAL) Due Date: May 4th For extra credit, students may volunteer at Pearce Middle School for 20 hours during the semester. Students will participate in group facilitation, mentoring, tutoring, and/or clerical support. For more information contact Myra Constable (Program Manager) 929-8669, or [email protected]. If you plan to volunteer for another program please get approval from the instructor. A journal of your volunteer work must be submitted on 3May 4th, guidelines for the format and the content will be provided for students who intend to participate in this project. Volunteer journals will be graded on the basis of