I. Course Description

This course will focus on the impact of cultural variables on health and illness. Further, this course will focus on those problems that affect African Americans, Latinos, American Indians, and Asian Americans. The effects of history, health beliefs and practices, and socioeconomic status on the health of different ethnic populations will be addressed. The emphasis in the reading collections is on changing perceptions, giving voice, and addressing issues of racial discrimination. Current and potential strategies to improve health care delivery to these groups will be explored. We will often discuss topics that are sensitive, but critical, to cogent discussions about race, ethnicity and health. Each of you is asked to be mindful that we are a diverse group and that each person deserves your respect.

II. Texts & resources

Required Text: Huff, R. M. & Kline, M. V. (1999). Promoting Health in Multicultural Populations: A Handbook for Practitioners. Sage Publications

Required: Functional WebCT Access for reading and submitting assignments.

III. Objectives

A. The student will discuss the effects of history, cultural assimilation patterns, and health beliefs and practices upon the health status of underrepresented ethnic groups in the U.S.

B. The student will evaluate the effectiveness of the health delivery system in meeting the health needs of major ethnic groups in the U.S.

C. The student will describe the nature and extent of health disparities between U.S. Whites and non-Whites.

D. The student will examine health agencies and organizations that are responsive to the needs of multicultural groups in the U.S.

E. The student will analyze the various cultural, social, political, environmental and economic forces with impact the health of U.S. communities of color.

F. The student will compare the effects of several major health concerns common to ethnic groups in the U.S: infant mortality, AIDS, heart disease, cancer, drug abuse, etc.

G. The student will assess the effect of prejudice and discrimination upon the health and the delivery of health care services to underrepresented groups in the U.S.

H. The student will identify personal stereotypical thinking, common prejudices, and ethnocentrism and its negative impact upon the health and delivery of services to ethnic groups in the U.S.

I. The student will examine one's own cultural backgrounds and world view as related to communication with others.

J. The student will identify assets and strengths within U.S. populations of color which serve to buffer life events, enhance quality of life and maintain a positive health status.

K. The student will develop cultural sensitivity (awareness of differences) and become culturally competent (skillfully interact with other ethnic/cultural groups). The student will articulate a personal vision for improving or enhancing the health status of communities of color in the U.S.

IV. Student Responsibilities

A. Attendance

Attend each class, contribute to class discussions, and participate in planned activities. Attendance will be recorded. More than 2 absences will result in a penalty of a reduction of 1/3 final letter grade for each class period missed.

Our academic schedule is based on Western Christian religious/cultural traditions, for example we do not meet on Sundays, Christmas, Easter, etc. This can create an additional burden on those students who practice other religious/cultural traditions because they must either miss class, ask permission to miss class, or miss important religious/cultural ceremonies and events. Please do not hesitate to inform me of an expected absence required to follow the tenets of your faith &/or culture. This absence will not be officially recorded as such. However, any required academic work should be submitted in advance and will be considered late if not submitted by the due date.

B. Weekly Article Readings and Discussion Questions (5 points each)

There are 3-4 articles assigned per week. For each article there are questions that must be answered. The articles and questions are on WebCT. Prepare for classroom discussion by reading, answering questions and reflecting on article assignments. Article answers and reflections are due at the beginning of the class period noted in the syllabus. Each submission should include:

1. Your name, article #s & titles

2. Typed, single-spaced answers to the assigned article questions.

3. Your reflection regarding ONE article per weekly assignment (especially how it affects your previous opinions or professional life).

Assignments must be submitted typed on paper at the beginning of the class session in which they are due. NO LATE PAPERS WILL BE ACCEPTED.
Papers submitted outside of class must be turned into Butte 607 and get time-stamped. NO paper will be accepted if slipped under my door. You are allowed ONE email submission and ONE hand-written paper. After that that 5 points will be deducted for each subsequent email or handwritten submission.

C. Exams (2 @ 120 pts each)

Participate in 2 exams at the appointed time. The examinations will be multiple choice and/or essay. Make up exams will only be given under dire emergencies with prior approval and with documentation and are administered during finals week at your professor’s convenience. See WebCT for sample exam questions.

D. Panel Project (120 pts)

Students will be assigned to panel groups to understand peoples of diverse cultures and to find ways health educators/administrators/health care professionals can most effectively serve their clients. Panel groups will present a 60-minute presentation on one assigned ethnic group. Everyone must participate equally to the overall presentation. The panel should consider itself as a whole and not as segmented parts to insure completeness and avoid duplication in the oral presentation. The focus of your research relates to health professionals and how we may best serve. Consequently, what information makes this culture different from the dominant culture? What are the experiences and assets of this culture relative to the dominant culture? Determine what exceptional data we need to know. IMPORTANT! See more detailed instructions in Section II of this syllabus.

E. Migrant Labor Camp Outreach Project (40 pts)

As a part of growing towards cultural competence we will be organizing and hosting an event at the Gridley Migrant Labor Camp this semester. The project will be a ‘rummage sale’ of reasonably priced quality items for the families with the proceeds of the sale going towards Camp children’s programming and learning opportunities. Our responsibilities include:

1) each person bringing 5 quality items (new or very gently used) to class on “prep” day;

2) organizing sale items OR planning a children’s activity to conduct on the sale day;

3) attending and assisting in the sale (or children’s activity) on Friday, March 9 from 1-7 pm. This time will include travel, set-up, sale/activities, clean-up).

You will earn the following points: 5 items/10 pts; sale day participation/25 pts; Reflection/5 pts

F. Cultural Activity (15 pts)

Attend a non-western cultural/ethnic public event in the Chico, University, or neighboring community. All events must be approved by me. Submit a one-page summary, single-spaced (typed) of your event and a flyer, ticket stub, etc- some evidence of your attendance. Provide the time, location, and describe the cultural event and your role in it. Recount any thoughts before, during, and after the event. Relate new insights, perceptions, and experiences. You are encouraged to attend and submit this assignment anytime during the semester – don’t wait till the very end!

Course Evaluation

Panel project 120

Articles 155

Exam #1 120

Exam #2 120

Cultural Event 15

Migrant Outreach Project 40

Total 570

B+ = 88 - 89% C+ = 78 - 79% D+ = 67 - 69%

A = 94 - 100% B = 84 - 87% C = 74 - 77% D = 64 - 66%

A- = 90 - 93% B- = 80 - 83% C - = 70 - 73% F = 63% or less

Remember: each absence after two will lower your final grade 2/3 a letter grade. For example, if you earned a B for the course and missed 3 class periods your final grade will be reduced to a B- (3rd absence = B>B-).

IMPORTANT: All grading and attendance discrepancies must be resolved on or before the last week of classes to be considered. Scores are posted on WebCT throughout the semester.

328 COURSE SCHEDULE

Ch = Chapter in Promoting Health in Multicultural Populations RP = Reading Packet (On WebCT)

Day	TOPIC	ASSIGNMENTS	READINGS
1/23	Introductions & Introductory Concepts
1/25	Introductions & Introductory Concepts
1/30	Health status & health care in US	RP 1-3	Ch 1
2/1	Health status & health care in US
2/6	Race & Ethnicity and Culture	RP 4-6
2/8	Race & Ethnicity and Culture
2/13	Cultural Power & Privilege	RP 7-9
2/15	Panel & Pamphlet Assignment Orientation
2/20	Concepts of Culture	RP 10-12	Ch 2
2/22	Concepts of Culture
2/27	Culture and Health	RP 13-14	Ch 5
3/1	Culture and Health
3/7	Cultural Competency
3/8	Outreach Project prep	5 quality items for re-sale
3/9	*Outreach in Gridley Migrant Labor Camp*	FRIDAY 1-7 pm
3/13	Exam 1 review (attendance optional)
3/15	Exam 1
3/20	*SPRING BREAK*
3/22	*SPRING BREAK*
3/27	Indigenous people
3/29	Native Hawaiian health issues panel	RP 15-18	Ch 22
4/3	American Indian health issues panel		Ch 10
4/5	Religious Minorities	Outreach Project Reflection
4/10	Latino health issues panel	RP 19-22	Ch 6
4/12	African-American health issues panel		Ch 14
4/17	People with Disabilities	RP 23-26	Ch 18
4/19	Japanese American health issues panel
4/24	Chinese American health issues panel
4/26

I. Course Description

II. Texts & resources

III. Objectives

IV. Student Responsibilities

B. Weekly Article Readings and Discussion Questions (5 points each)

Day

TOPIC

RP 10-12

Ch 2

RP 13-14

Ch 5

Cultural Competency

Outreach Project prep

3/20

3/22

3/27

3/29

4/3

American Indian health issues panel

4/5

4/10

4/12

4/17

People with Disabilities

4/19

Japanese American health issues panel

4/24

4/26