Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2026

Diverse Individuals and Families in Societal Contexts (Face-to-Face)

SW 3370-01

Course: SW 3370-01
Credits: 3
Term: Fall Semester 2026
Department: Family Life & Human Develop
CRN: 30823

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

*Book will be offered via inclusive access and can be located at the top of the modules page*

Halford, W. K., & Vijver, F. V. D. (2020). Cross-cultural Family Research and Practice. Academic Press. 

Council on Social Work Education EPAS (Educational Policy and Accreditation Standards) Addressed in Course

1. Demonstrate Ethical and Professional Behavior
2. Advance Human Rights and Social, Racial, Economic, and Environmental Justice
3. Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice
4. Engage in Practice-Informed Research and Research-Informed Practice
5. Engage in Policy Practice
6. Engage with Individuals, Families, Groups, Organizations, and Communities
7. Assess Individuals, Families, Groups, Organizations, and Communities

National Council on Family Relations Core Content Areas Addressed in Course

1. Families and Individuals in Societal Contexts
2. Internal Dynamics of Families
5. Interpersonal Relationships
7. Parenting Education and Guidance
8. Family Law and Public Policy
9. Professional Ethics and Practice
10.Family Life Education Methodology

Learning Outcomes

  1. Demonstrate professional behavior; appearance; and oral, written, and electronic communication. (CSWE-EPAS #1) (NCFR #9)
  2. Advocate for human rights at the individual, family, group, organizational, and community system levels. (CSWE-EPAS #2) (NCFR #7)
  3. Engage in practices that advance human rights to promote social, racial, economic, and environmental justice. (CSWE-EPAS #2) (NCFR #1)
  4. Demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels. (CSWE-EPAS #3) (NCFR #1)
  5. Demonstrate cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences. (CSWE-EPAS #3) (NCFR #9)
  6. Apply research findings to inform and improve practice, policy, and programs. (CSWE-EPAS #4) (NCFR #2)
  7. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice. (CSWE-EPAS #5) (NCFR #8)
  8. Use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies (CSWE-EPAS #6) (NCFR #5)
  9. Apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies. (CSWE-EPAS #7) (NCFR #10)

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.

Application Papers


For the application papers, please select at least one concept or research finding from the most recent textbook chapters from our study (see assignment descriptions on Canvas to know which chapters), and discuss, in a short paper (at least one full page), how you have seen it apply in your life, or how you can apply it to your life in the future. Consider how your experience and understanding with that particular concept or finding will impact your future career and the people you will work with in that position. See assignment description on Canvas for more details about the application paper assignments. (CSWE-EPA #3, #4) (NCFR #1, #2, #5, #7, #8, #9, #10)

Diversity Journal Videos


Throughout the course of the semester you will be asked to complete four diversity journal videos 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 populations that differ from you. After participating in your chosen event, you will be asked to submit a 5-7 minute video describing your experience, assessing what you learned, and discussing ways you can implement that knowledge in your future profession. Please see the assignment description and grading rubric on Canvas for more details. (CSWE-EPA #1, #2, #4, #7) (NCFR #1, #5, #9)

Informational Interview Diversity Report


To better expose you to the opportunities and challenges in your preferred profession, you will be asked to complete an informational interview with a current professional in your chosen field. While you are welcome to ask questions regarding any aspects of the job that you are curious about, for the purpose of this assignment, be sure you include questions regarding their experience working with diverse individuals and families. After completing your interview, please write a 2-3 page paper about your findings, and how they relate to what you hope to do in your future career, and the populations you will serve. See assignment description on Canvas for more details about the application paper assignments. (CSWE-EPA #1, #3, #4) (NCFR #1, #2, #7, #8, #9, #10)

Quizzes


Five section quizzes are given to make sure that you have prepared yourself by reading the assigned material and taking adequate notes. These quizzes will take in the Testing Center. You may use any handwritten or printed notes from your reading, but you are expected to take the quizzes individually, and you are not permitted to use your phone, AI, or other online resources. Your lowest quiz score of the semester will be dropped and will not count toward your final grade. (CSWE-EPA #1, #4) (NCFR #1, #2, #5, #8)

Group Educational Action Plan Presentation


This assignment is designed to help prepare you for these occasions and to incentivize you to explore ways you can use the content in our class to improve campus life at SUU. Your group task is to create an educational action plan to assist the diverse student body here at SUU, and then pitch that plan to your classmates in a group presentation during Finals Week. As part of the preparation for your presentation, you will need to identify and engage with a specific group on campus that you feel could benefit from social and/or societal change. After spending time with them and assessing their needs, your group will develop an action plan geared toward helping them to see improvements in their graduation rates, employment outcomes, social resources, and human rights. You will be graded on this presentation as a group, and will also grade yourself and group members on personal contributions to the group. If you are not present on the day your group is presenting, you will receive a zero on the project. See assignment description on Canvas for more details. (CSWE-EPA #1, #2, #3, #4, #5, #6, #7) (NCFR #1, #2, #5, #7, #8, #9, #10)

In-Class Activities/Attendance/Participation


I will be taking attendance throughout the semester, and I expect you to be there each class session, on-time, stay the entire time, and be ready to participate in the class discussions and activities. Students are expected to actively contribute to the classroom environment by sharing their thoughts with professionalism, listening intently and respectfully to classmates, and engaging in the group work. (CSWE-EPA #1, #4, #6) (NCFR #1, #5)

Grading Breakdown

  1. Informational Interview Diversity Report= 50 points (5% of overall grade)
  2. Application Papers= 150 total points: 5 @ 30 pts each (15% of overall grade)
  3. Quizzes: 150 total points: 4 @ 50pts each, with lowest score dropped (15% of overall grade)
  4. Diversity Journal Videos= 300 total points: 4 @ 75 pts each (30% of overall grade)
  5. Group Educational Action Plan Presentation= 150 total points (15% of overall grade)
  6. In-Class Activities/Attendance/Participation= 200 points (20% of overall grade)

Total Class Points= 1,000

Course Outline

Section 1: Couples

Week 1
Chapter 3: Convergence and difference: Marriage and family life from a cross-cultural perspective

Week 2
Chapter 6: The intra-spousal balance of power within the family: Cross-cultural evidence

Week 3
Chapter 7: Couple communication from a cross-cultural perspective

Section 2: Parents & Children 

Week 4
Chapter 2: Human child-rearing and family from an evolutionary perspective

Week 5
Chapter 18: Parenting
 
Week 6
Chapter 8: Intimate partner violence and child maltreatment: Definitions, prevalence, research, and theory through a cross-cultural lens

Section 3: Policy

Week 7
Chapter 5: Family law across cultures (comparative family law)

Week 8
Chapters 9 & 12: Lesbian, gay, bisexual, and transgender families across the globe & The interface between family well-being and government policy in Australia

Week 9
Chapter 14: The antiimmigrant sentiment and its impact on immigrant families

Section 4: Lifestyle

Week 10
Chapter 10: The work-family interface

Week 11
Chapter 11: Families and physical health

Week 12
Chapter 13: Family migration: Demographics and sociopsychological issues

Week 13
Thanksgiving Break: No classes

Section 5: Interventions

Week 14
Chapters 16-17: Couple and family therapy across the globe: Cultural adaptations & Culture, couple relationships standards, and couple relationship education and therapy

Week 15
Chapter 21: Human families: Universalities, cultural variations, and family therapy practice implications

Week 16
Finals Week: Group Educational Action Plan Presentations

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

  1. Late assignments (with the exception of the group presentation and quizzes) will be accepted at a 10% penalty per day after the due date, including weekends. You do not need to ask permission to turn in something late, just turn it in and anticipate the late policy to apply. If you qualify for accommodations through the Disability Resource Center, please discuss what the late policy will look like for you.
  2. Groups will present during during Finals Week and all group members must be present on that day to receive a grade on the assignment- no late work is permitted.
  3. All quizzes will remain open for three days at the testing center. There are no options for late quizzes, but your lowest quiz score of the semester will be dropped from your final grade.
  4. If you are experiencing an ongoing physical and/or mental health challenge and feel an exception not covered above should be provided to you, please follow these steps: 
    • A) Reach out to the DRC first and ask for accommodations, as this is the best way to ensure an equitable treatment for all
    • B) If you have an emergency situation, please 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.
  6. Extra credit will not be given.

Instructor Communication and Feedback

  1. Email is the best way to contact me for questions. Please email me at shanejonson@suu.edu, rather than sending messages through Canvas. 
  2. I will answer all emails within 24 hours Monday-Friday. However, emails received after 5:00 PM on Fridays will usually not receive a reply until the following Monday (unless otherwise indicated). 
  3. You can always find me in my office during student drop-in hours each week and can drop in or call me during that time. Or, we can meet virtually through Zoom, if you prefer. If drop-in hours do not fit into your schedule, let me know, and we can schedule a different time to meet that works for you.
  4. It is my goal to provide grades and feedback within 5-10 business days from the due date.

Attendance Policy

  1. I will be taking attendance throughout the semester, and I expect you to be there each class session, on-time, and ready to participate in the class discussions and activities. 
  2. I will be paying attention to those that actively contribute to the classroom environment by contributing their thoughts and engaging in the group work. 
  3. Additionally, I will take note of those that choose to distract themselves and/or others through use of personal devices that are not related to our classwork that day. 
  4. If you feel that exceptions to the attendance policy apply to you, you will need to seek accommodations from the Disability Resource Center (DRC).

Course Fees

$7.50

Professionalism and Class Conduct

  1. Respect and presence are essential components of a good learning environment, and very few of the calls/messages/notifications that one receives justify disturbing other people, especially while a classmate is speaking. 
  2. We will use mobile devices periodically for learning, but other than those times, there should be no personal use during the class period. If your device continually rings/buzzes or you are texting/scrolling/distracted, you will be asked to leave class for the day. Some circumstances merit an exception from this rule; please alert me prior to class to make appropriate arrangements.
  3. You are allowed to take notes on a laptop, but please use a laptop only for notetaking or following along in the digital textbook. Using your laptop for other purposes not only distracts you from the classroom discussion, but it also distracts everyone around you.
  4. To maintain an effective, engaged learning environment, no children, friends, or pets may attend class. Exceptions can be made, but please alert me to any extenuating circumstances.
  5. Inappropriate, degrading, unprofessional, or offensive behavior/language that detracts from the learning environment is not tolerated. For any such infraction, you will receive one warning. The next instance will result in your dismissal from the class.
  6. Writing (including emails) must conform to standard expectations for college communication, including proper grammar, spelling, and syntax. All papers, including formal outlines, must be typed, and must correctly use APA guidelines for source citations and paper layout. The Tutoring Center and Writing Center are fantastic free resources for students.

AI Policy

  1. AI use is a useful tool and will be one that you will want to be familiar with as you pursue your chosen career. That being said, the purpose of this class is to train and develop critical thinkers that can analyze and solve problems. In this class you are welcome to use AI to help you during the brainstorming and research gathering part of the class.
  2. During the composition of the assignments however, your work needs to be your own original creation.  
  3. AI used to answer questions, create drafts for your discussion posts, assignments, or projects, rewrite and substantially modify what you have written, etc., is in violation of academic integrity under plagiarism and will result in punishments that range from point deductions, to failing the assignment/class, up to being expelled.  
  4. Be cautious of AI tools such as Grammarly if they are making massive changes to your original work- instead, consider utilizing simple spelling and grammatical error checkers, such as the one built into Microsoft Word.
  5. AI checkers and plagiarism checkers may be used for any discussion, assignment, test, or project.
  6. The responsibility for violations of intellectual property laws, misinformation, or unethical content lies on the student. If you are concerned about whether or not your work will flag as excessive AI, please reach out to me or our TA before submitting your work, and we can help you to use it ethically without it negatively impacting your grade or detracting from your learning experience.

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.

Religious / Conscience Belief Accommodation

RELIGIOUS / CONSCIENCE BELIEF ACCOMMODATION: In accordance with SUU Policy 6.7 Student Belief Accommodation, students may request, in writing, that their faculty accommodate their sincerely held religious or conscience beliefs. Students should provide their faculty with sufficient advanced notice, if possible within the first five (5) business days of the semester or session, or thereafter with good cause for requesting an accommodation after the first five (5) business days.

Faculty must provide a schedule accommodation or excuse an absence, in any course, for students to observe or participate in religious holidays or an organized activity conducted under the auspices of the student’s religious tradition or religious organization.

In courses that are required for graduation or for an academic major, a faculty member may accommodate a religious or conscience belief by modifying an assignment or examination if its content conflicts with the student’s belief. Faculty may decline the accommodation if it would fundamentally alter the course requirements. If declined, the student may request review by a neutral arbiter using the Belief Accommodation Request Form: https://cm.maxient.com/reportingform.php?SouthernUtahUniv&layout_id=5

Questions go to Assistant Provost Jake Johnson at johnsonj@suu.edu.

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.