Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2025

Diverse Individuals and Families in Societal Contexts (Online)

SW 3370-30I

Course: SW 3370-30I
Credits: 3
Term: Fall Semester 2025
Department: FLHD
CRN: 31217

Course Description

This course examines the intersection of gender, class, race, ethnicity, and other variables-including sexual orientation, gender identity, geographic location (rural, urban), and household composition (single-parent, nuclear, same-sex)-and the impact they have on the lived experience of diverse individuals and families. The goal is to broaden our understanding of family life, and the diversity in how we “do” family as it operates within macro-level forces within society’s social systems and institutions (e.g. work, education, health care, the state) that privilege some while hindering others in their ability to function and thrive. The course concludes with an examination of the ways in which we can work toward social change and justice for all through compassion, reflexivity, introspection, and social change agency. (Fall [As Needed], Spring [As Needed]) [Graded (Standard Letter)] Prerequisite(s): SW 2100 or FLHD 1500 - Prerequisite Min. Grade: C Registration Restriction(s): Social work or FLHD majors or FLHD minors only

Required Texts

Congress, E. P., & González, M. J. (2021). Multicultural Perspectives in working with families: A handbook for the helping professions (4th ed.). Springer Publishing Company.


Learning Outcomes

  1. Identify social and cultural influences affecting family life and understand the intersectional  impact of various social identities and locations (e.g. class, race, ethnicity, gender, sexual  orientation, etc.) on contemporary family functioning and well-being. (NCFR #1&2)
  2. Identify the characteristics, diversity, and impact of local, national, and global social systems  that maintain systems of inequality based on constructions of race, class, gender and others  for individuals and families. (NCFR #1&2)
  3. Demonstrate respect for and sensitivity to diverse community needs, concerns and interests  by reflecting on one’s social position and exploring ways to address social inequalities and  injustices families experience based on their race, class, gender, ethnicity, etc.
  4. Identify societal factors (e.g. media, marketing, technology, economics, social movements,  war, natural disasters, environment) influencing individuals and families from both  contemporary and historical perspectives. (NCFR #1)
  5. Recognize the reciprocal interaction between individuals, families, and various social institutions and systems (e.g. workplace, health, state, policy, law, education, media, religion) that privilege some individuals and families and hinder others in their ability to flourish and thrive. (NCFR #1&2)

Course Requirements

Commenced Attendance Quiz


This brief quiz will be utilized to establish your attendance in this course per regulations from the U.S. Department of Education. Not completing this quiz could impact your financial aid.

Case Vignettes (10 points each - 120 total)


This course introduces you to multi-cultural competency.   Case Vignettes give you an opportunity to apply knowledge gained from your lecture and assigned readings.  Cultural Competence comes from understanding the unique intersectionality of the individuals you are working alongside.  Diverse case studies will give you the opportunity to practice and apply this skill.  You will be given a case study (from your textbook) and you will be asked to answer 3 questions about each case study, worth 10 points total. While the vignette is outlined for you in each assignment, I highly recommend you review the vignette section of each chapter in your textbook before completing these assignments.  

Each answer should be 1-3 sentences using professional language including appropriate punctuation, capitalization and grammar. Use of in text citation will add depth to your post. Please write according to APA-7. 

Reading Reflections (150 pts total: 6 @ 25 pts each)


Reading Reflections (1-2 pages double spaced) are not the same as a summary.  Please don't just restated what you read. 

The reflections should be reflective, critical, and thoughtful. Each reflection should include the following 4
headings: 1) Synthesis & Integration, 2) Application, 3) Personal Reflection and Connections, and 4) Questions.

Reading reflections will also be graded on comprehension, grammar, citations, formatting and length. Please see Canvas instructions and the grading rubric for more details.

Diversity Journal (150 points total: 3@ 50pts each)


Approximately once a month throughout the course of the semester you will be asked to complete three diversity journals on events you have attended this semester that have broadened your cultural awareness and increased your cultural competence. These diversity journals are meant to focus your critical reflexivity on your ongoing cultural self-assessment and awareness in interaction with novel experiences as you engage and connect with “the other”.

Your entry must include the following 4 headings: 1) Summary of Event; 2) Cultural Self-Assesment/Intersectional Positionality Statement; 3) Insights and Observations; and 4) Connection to Course. You are expected to work independently on this assignment throughout the semester. Please see Canvas instructions for a list of ideas, events, and experiences that would qualify as a diversity journal opportunity. If you are uncertain if a particular event meets the criteria for a diversity journal, please email, call, or text me.

Diversity journals must be error free (spelling/grammar), include an in-text citations to the assigned readings, and be properly formatted (2 complete pages, APA 7th edition Times New Roman font, size 12, and double spaced). Please see the assignment description and grading rubric on Canvas for more details.

Quizzes (150 points total: 4@ 50pts each)

Quizzes (4 @50 pts each). You will complete 4 quizzes related to key concepts discussed in the first half of the semester focusing on the intersectionality framework and various systems of power and inequality.

Quizzes are designed to periodically check your comprehension of the readings and course content as we work together to scaffold your learning over the semester. They will be comprised of a mix of multiple choice and short open-response questions.

Multiple choice questions are worth one point each and will be selected from the weekly knowledge check in questions posted at the end of each module. All open-response questions will be posted in Canvas in advance of the quiz.

These questions will be graded based on your ability to thoughtfully address all components of the question, synthesize important learning across multiple readings, and include examples and citations from course readings and materials. Responses should correctly use and apply key terms and concepts relevant to the question and be free of spelling and grammatical errors. Please see Canvas for more details.

Justice, Equity, Diversity and Inclusion Plan of Action (150 pts).


At the end of the semester you will be asked to articulate your vision for diversity, equity, inclusion, and social justice and how that will inform your future professional work and personal relationships. Your paper must include the following three headings: 1) JEDI vision statement, 2) Professional Impact & Action Plan, and 3) Personal Impact and Action Plan. Your vision statement must reflect a clear understanding of the involved key terms and concepts. For the section on professional impact, think about a possible future family service professional role you might have (e.g., marriage and family therapist, counselor, family life educator, social worker, teacher, student) and imagine how you could utilize the knowledge from this class (cite) to best serve families in that role. When discussing your professional action plan - identify at least 3 ways you can act to accomplish your goals/vision for growth as a family service professional. For the personal impact section, please reflect on how the course (cite specific readings/lectures) has challenged you to grow in your understanding of diversity, equity, inclusion, and social justice and identify at least 3 concrete steps you can take today to transform the relationships you have with individuals and/or institutions to work towards a more socially just world.

This document should be 2 complete double-spaced pages, APA 7th edition formatting, and size 12 Times New Roman font. It should also include at least two in-text citations to our course readings, ppts, or other materials. Please see the assignment description and grading rubric on Canvas for more details.For your final project (see below), students are required to have 4 references.  At least 2 of them must be from academic sources such as a textbook or journal article.  In order to support you in building a project based off suitable academic resources, students will submit their references via canvas and will be approved by your instructor.  Use APA format in submitting your references.

Extra Credit- Complete Your Course Evaluation (25 points)


This is a huge make-up credit opportunity for you.  It could replace at least 2 discussions, reading quizzes or guest speaker quizzes.  Feedback on the course helps me become a better instructor.  Please complete the course evaluation during the period specified on Canvas and upload evidence (a screen shot) of its completion (not the actual evaluation).

***NO other extra credit is offered.  If you miss this opportunity, you forfeit your opportunity to get extra credit



Course Outline

Week 1 08/27-08/29 | IntroductionCore Topic: The Intersectionality Framework & The Cycle of Socialization Application Topic: The DSM-5 From a Multicultural Perspective Read: Chapter 4 Cycle of Socialization, Harro PDF | 08/29: Commenced Attendance Quiz08/29: Week 1 Case Vignette Due

Week 2 09/01-09/05  | Week 2: Core Topic: Race, Class, Gender & Microaggressions, Applied Topic: Substance Use Read: Chapter 20Label us Angry, Torres, PDF | 09/05: Week 2 Case Vignette Due

Week 3 09/08-09/12 | Core Topic: Understanding Racism, Prejudice and White Privilege Applied Topic: Practice With Multiracial Individuals and Families Read: Chapters: 2 Racial Formation - Michael Omi and Howard WinantLinks to an external site.Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post-Race America - Charles A GallagherWhite Privilege: Unpacking the Invisible Knapsack - Peggy McIntoshLinks to an external site. | 09/12: Reading Reflection #1 Due Week 3 Case Vignette Due 

Week 4 09/15-09/19 | Core Topic: Ethnicity and Ethnocentrism Applied Topic: Cross-Cultural Perspectives on Working with Adolescents Read: Chapter 9Administration of Joseph R. Biden, Jr., 2021 Memorandum on Condemning and Combating Racism, Xenophobia, and Intolerance Against Asian Americans and Pacific Islanders in the United States January 26, 2021Links to an external site."Ethnocentrism Explained".  The African Diaspora and the Development of American Culture UnitLinks to an external site.  | 09/19:Quiz #1 DueWeek 4 Case Vignette Due

Week 5 09/22-09/26 | Week 5: Core Topic: Gender & Sexism, Applied Topic: Managing Agencies for Multicultural Services Read: Chapter 6From Transgender to Trans: The Ongoing Struggle for the Inclusion, Acceptance, and Celebration of Identities Beyond the Binary - Joelle Ruby RyanAsian American Women And Racialized Femininities"Doing" Gender across Cultural Worlds  | 09/26: Week 5 Case Vignette DueDiversity Journal #1 Due

Week 6 09/29-10/03 | Module 6: Core Topic: Sexuality & Heterosexism, Applied Topic: Transracial Adoption & Transracial SocializationRead:Chapter 6 Prisons for Our Bodies, Closets for Our Minds: Racism,
Heterosexism, and Black Sexuality - Patricia Hill CollinsLinks to an external site.The Invention of Heterosexuality - Jonathan Ned KatzLinks to an external site.Good Girls’: Gender, Social Class, and Slut Discourse on Campus - Elizabeth A.
Armstrong, Laura T. Hamilton, Elizabeth M. Armstrong, and J. Lotus SeeleyLinks to an external site. | 10/03: Quiz #2 Due

Week 7 10/06-10/10 | Module 7: Core Topic: Class & Classism, Applied Topic: Evidence-Based Practice with Ethnically Diverse ClientsRead: Chapter 5"Race as Class." Herbert J. GansLinks to an external site."Media Magic: Making Class Invisible,"  Gregory MantsiosLinks to an external site."Unequal Childhoods," Lareau  |  10/10:Reading Reflection #2 DueWeek 7 Case Vignette Due

10/13-10/17 | Fall Break |

Week 8 10/20-10/24  | Week 8: Core Topic: Religion & Religious Discrimination, Applied Topic: Spirituality and Culturally Diverse Families Read: Chapter 9Surmounting the Empathy Wall Marks & Dollahite (2020)Download Surmounting the Empathy Wall Marks & Dollahite (2020)Tapping our Strength – Ulen (2002)Links to an external site. | 10/24: Week 8 Case Vignette Due

Week 9 10/27-10/31 | Week 9: Core Topic: Working With Families, Applied Topic: The Multicultural Triangle of the Child, the Family, and the School Read: Chapter 8"Our Mothers' Grief: Racial-Ethinic Women and the Maintenance of Families," Bonnie Thornton DillLinks to an external site."Loving Across Racial Divides," Amy Steinbugler (2014)Links to an external site. | 10/31: Quiz #3 DueWeek 9 Case Vignette Due

Week 10 11/03-11/07 |  Week 10: Core Topic: Education & Work, Applied Topic: Culturally Diverse Older Adults Read: Chapter 10"Academic Resilience Among Undocumented Latino Students. Hispanic Journal of Behavioral Sciences" Perez, William & Espinoza, Roberta & Ramos, Karina & Coronado, Heidi & Cortes, Richard. (2009)Links to an external site.From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools: Gloria Ladson-BillingsLinks to an external site. | 11/07: Quiz #4 DueWeek 10: Case Vignette DueDiversity Journal #2 Due

Week 11 11/10-11/14 | Week 11: Core Topic: Health,  Applied Topic: Health Beliefs, Care, and Access of Individuals and Families From Diverse Backgrounds Read: Chapter 17“Health, inequities, social determinants and intersectionality,” N. LopezLinks to an external site.“Life at the top isn’t just better, it’s longer”. (PDF on Canvas)"Frozen in Time’: The Impact of Native American Media Representations on Identity and Self-Understanding" LeavittLinks to an external site. |  11/14: Reading Reflection #3 DueWeek 11: Case Vignette Due

Week 12 11/17-11/21 | Week 12: Core Topic:  The State, Violence, & Criminalization Applied Topic: Practice with Immigrant Victims of Domestic Violence Read: Chapter 21 "The Intersectional Paradigm and Alternative Visions to Stopping Domestic Violence: What Poor Women, Women of Color, and Immigrant Women Are Teaching Us about Violence in the Family" by Natalie J. Sokoloff. (PDF in module)The Myth of Immigrant Criminality by Rubén G.Links to an external site. | 11/21:Reading Reflection #4 DueWeek 12 Case Vignette Due
11/24-11/28 | Thanksgiving Holiday | 

Week 13 12/01-12/05  | Core Topic: The State, Citizenship, & National Identity, Applied Topic: Using the Culturagram and an Intersectional  Approach in Practice With Culturally Diverse Families Read: Chapter 1Feeling Like a Citizen, Living As a Denizen: Deportees’ Sense of Belonging Tanya Golash-Boza (PDF in module)Rumbaut, Walter A. Ewing, 2007Links to an external site. | 12/01: Last Day of ClassWeek 13 Case Vignette DueDiversity Journal #3 DueJEDI Statement Due
Optional | Core Topic: How to be an Ally, Applied Topic: Change Processes  Read: No Readings |    

Instructor's policies on late assignments and/or makeup work

  1. Late assignments (reading quizzes, discussions) will be accepted at a 10% penalty per day after the due date, including weekends (the late policy does not include the midterm or final).  You do not need to ask permission to turn in something late, just turn it in and anticipate the late policy to apply.  
  2. Late midterms, finals and presentations will not be accepted without DRC Accommodations.
  3. All late work is due on the last day of instruction as indicated by the University Academic Calendar.  
  4. If you’re experiencing a physical and/or emotional health challenge and feel an exception not covered above should be provided to you, please follow these steps: a) Reach out to the DRC
    Links to an external site. first and ask for accomodations as this is the best way to ensure an equitable treatment for all, b) please then contact me via email so I can best support you c) If you are not in crisis, but want to discuss late work or any other issues, please contact our TA.
  5. All assignments are due by 11:59 pm on the due date unless otherwise noted in Canvas. Please check the time that assignment is due.  In some cases, there will be an assingnment due at 5pm for a specific reason.  I will not accept "I thought it was due at midnight" as an excuse. 

Attendance Policy

No attendance required for this online course. 

Course Fees

Content for this section will be provided by the instructor.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.