California State University, Chico

Department of Health and Community Services

MULTICULTURAL HEALTH

HCSV & MCGS 328-01 Spring 2008

Tuesdays/Thursdays 12:30-1:45 pm

Butte 229

Professor: Dr. Lyndall Ellingson Office Hours: Tuesday, Wednesday, Thursday10am - 12 pm

Office: 637 Butte Hall Office Phone: 898-6310

Mailbox: 607 Butte E-Mail: lellingson@csuchico.edu

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 VISTA access for reading and submitting assignments.

The CRAAP Test (a way to analyze the appropriateness of website for use in academic papers): http://www.csuchico.edu/lins/handouts/evalsites.html

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).

4. Assignments must be submitted via VISTA assignment tool no later than the beginning of the class period they are due. NO LATE PAPERS WILL BE ACCEPTED.
5. It is strongly suggested that you print and bring your readings to class during the first half of the semester (up to Exam 1). We will be discussing them in class and you will want to make notes on them for your exam.
6. You may submit ONE printed assignment (‘off VISTA’) during the semester. The papers submitted ‘off VISTA’ must be turned in during class on the day it is due or into Butte 607 and get time-stamped. NO paper will be accepted if slipped under my door. Each ‘off VISTA’ assignment submission after the one (free ‘lifeline’) will be penalized 5 points.
7. You must be able save and send a .doc or .rtf document. If you are using the newest “2007” Microsoft Word software, save your document as a 1997 or 2004 version. This means you cannot use Microsoft Works or Word Perfect software for assignments unless you can save your documents as a .rtf or .doc

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 VISTA 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.

o 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. Service Project (30 points)

You will be creating and implementing a service project this semester related to multicultural health and empowerment. Projects options vary each semester and I will announce these during class. In the past these have included…

1) Designing a culturally specific and competent educational pamphlet addressing a particular health issue for a minority group (ethnic/religious/disabilities/gender/sexual). These are designed specifically for area health services agencies and are often translated. For example:

a. A nutrition pamphlet in Hmong for Hmong Americans

b. A domestic violence pamphlet for the hearing impaired

c. Prenatal care services in Spanish.

d. Mental health services in Cambodian.

2) Design and implement a nutrition and activity day for children at the Gridley migrant farm community

3) Design and staff an educational booth on HIV/AIDS among ethnic minority communities for Worlds AIDS Day

4) Design bus posters promoting the services of a local agency for an ethnic/religious/disabilities/gender/sexual minority group.

5) Participate and contribute to culturally empowering/health education/health care related events in the community.

F. Cultural Event (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 170

Exam #1 120

Exam #2 100

Service project 30

Cultural Event 15

Total 555

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 VISTA throughout the semester.

328 COURSE SCHEDULE

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

Date	TOPIC	ASSIGNMENTS	READINGS
1/29	Introductory Concepts
1/31	Health status & health care in US
2/5	Race & Ethnicity	RP 1-3
2/7	Race & Ethnicity
2/12	Cultural Power & Privilege	RP 4-6	Ch 1
2/14	Cultural Power & Privilege
2/19	Concepts of Culture	RP 7-9
2/21	Concepts of Culture
2/26	Panel Assignment Orientation	RP 10-12
2/28	Culture and Health		Ch 2
3 /4	Culture and Health	RP 13-15
3/6	Cultural Competency		Ch 5 (pgs 103-107)
3/11	Cultural Competency	RP 16	Ch 26
3/13	Exam 1
	SPRING BREAK
3/25	Service Project Orientation/Exam review
3/27	Perspectives of Indigenous people
4/1	American Indian health issues panel	RP 17-20	Ch 14
4/3	Native Hawaiian health issues panel		Ch 22
4/8	African-American health issues panel	RP 21- 23	Ch 10
4/10	Class cancelled
4/15	Latino health issues panel	RP 24-26	Ch 6
4/17	Pilipino American health issues panel
4/22	Religious Minorities	RP 27-29
4/24	Chinese American health issues panel