College of Education
DEPARTMENTAL COURSE SYLLABUS
GRADUATE LEVEL COURSES

The following are the required elements of a departmental syllabus in the College of Education.  This syllabus should be representative of EVERY section of this course offered in the program/department.  For graduate educator preparation programs, the following Conceptual Framework statement should be included:
 
Multicultural Counseling for Diverse Populations

The College of Education CAREs
 
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education.  Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.  For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html 

1. Course Prefix and Number:    MHS 6420                         Credit Hours: 3

2. Course Title: Multicultural Counseling for Diverse Populations	 

3. Instructor: Carlos P. Zalaquett, Ph.D., L.H.M.C. 
	Office Location and Hours: EDU 380F, Thursday 2:00 pm. --
5:00 pm. and 8:00 pm – 9:00 pm; other by appointment.
	Phone: 813-974-8220.  
	E-mail: zalaquet@tempest.coedu.usf.edu

4. Course Prerequisites (if any): MHS 6400		

    Required Text: 	Sue, W. S. and Sue, D. (2007). Counseling the Culturally Diverse: Theory and Practice, Fifth Edition. New York: John Wiley & Sons. 
    
    Required Articles:  Arredondo, P. and Arciniega, G. M. (2001). Strategies and techniques for counselor training based on the Multicultural Counseling Competencies. Journal of Multicultural Counseling & Development Oct 2001, Vol 29(4), 263-273.

Arredondo, P. (1999). Multicultural counseling competencies as tools to address oppression and racism.  Journal of Counseling & Development, Vol 77(1), 102-109.

Arredondo, P., Toporek, R., Brown, S. P., and Jones, J. (1996). Operationalization of the multicultural counseling competencies.  Journal of Multicultural Counseling & Development, Vol 24(1), 42-78.

Sue, W. S., Arredondo, P., McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, Vol 70(4), 477-486. Or Journal of Multicultural Counseling & Development, Vol 20(2), 64-88. 

    Required Web Sites:   Multicultural Counseling for Diverse Populations (MHS 6420) web site (http://www.coedu.usf.edu/zalaquett/mcdp/m.htm)

Su Nombre es Hoy – His.Her Name is Today (http://www.coedu.usf.edu/zalaquett/hoy/)

Career Resources Web Site (http://www.coedu.usf.edu/zalaquett/oz_career/oz_career.htm; or http://careerresource.coedu.usf.edu/index.html) 

Recommended Reading: To be announced during the semester.

5. Course Description: The purpose of this course is to familiarize the students with the concepts and paradigms used in counseling diverse populations, and the development of multicultural competencies. Students will study the main characteristics and needs of multicultural groups including African Americans, Asian Americans, Hispanic Americans, Native Americans, women, gay and lesbians, people in poverty, people with disabilities, people who are gifted and talented, and, people who are elderly. Completion of this course will provide the student an understanding of current theories, trends, and issues in counseling special populations; relevant skills to work with diverse populations; and strategies for studying and changing organizations and communities understanding, attitudes, and behaviors towards multicultural groups. 

Course content and objectives relate primarily to COE conceptual framework CARE theme of Ethical Practice (Outcomes: Ethics & Diversity; Student Learning and Development; Dispositions: Ethical Responsibility; Care & Advocacy for Students). It also incorporates Academic Excellence (Outcome: Technology; Dispositions: Reflective Thinking). 

In addition, the course’s content and requirements follow the guidelines governing the counseling professional, provided by The Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the Department of Health’s Division of Quality Assurance; and the ethical code of the American Counseling Association (ACA)

6. Course Objectives: Upon completion of this course, students will be able to: 
1.0	Identify the sociocultural issues affecting multicultural counseling. (CACREP: Section II.K.1.g, h, 2.a-f; AP: 3, 4, 5, 6, 8; COE CF: 2, 4, 5, 6) 
2.0	Describe the biopsychosocial consequences of oppression, racism, discrimination, and stereotyping. (CACREP: Section II.K.1.b, 7.h; AP: 3, 4, 5, 6, 8; COE CF: 2, 4, 5, 6)
3.0	Identify barriers to multicultural counseling and develop skills in appropriate intervention strategies. (CACREP: Section II.K.1.g, h, 2.b, d, f; AP: 1, 2, 3, 4, 8; COE CF: 2, 4, 5, 6)  
4.0	Develop an awareness of cultural identity development, values, biases, and worldviews in themselves and others. (CACREP: Section II.K.1.g, h, 2.b, d, f; AP: 3, 4, 5, 6, 8; COE CF: 2, 4, 5, 6)
5.0	Construct cultural knowledge about racial and ethnic groups, increase sensitivity and decrease misinterpretation. (CACREP: Section II.K.1.g, h, 2.a-f; AP: 3, 4, 5, 6, 8; COE CF: 2, 4, 5, 6)  
6.0	Identify and practice culturally relevant counseling strategies and techniques for each multicultural group. (CACREP: Section II.K.1.g, h, 2.c, e; AP: 3, 4, 5, 6; COE CF: 2, 4, 5, 6)
7.0	Develop treatment plans and guidance lessons to address areas of concerns of different multicultural groups. (CACREP: Section II.K.1.g, h, 2.a-f; AP: 3, 4, 5, 6, 10, 11; COE CF: 2, 4, 5, 6)  
8.0	Understand the limitations and multicultural concerns in assessment and evaluations. (CACREP: Section II.K.1.g, h, 2.a-f, 7.f; AP: 1, 3, 4, 5, 6, 8; COE CF: 2, 4, 5, 6)
9.0	Identify strategies for promoting change within organizations and communities. (CACREP: Section II.K.1.g, h, 2.a-f, 8.d; AP: 4, 5, 6; COE CF: 2)  
10.0	Examine the counselors’ role with special populations and their unique problems and concerns. (CACREP: Section II.K.1.b, g, 2.d; AP: 3, 4, 5, 6; COE CF: 2, 4, 5, 6)  
11.0	Identify ethical guidelines in counseling diverse populations. (CACREP: Section II.K.1.g, h, 2.a-f; AP: 3, 4, 5, 6; COE CF: 2, 4, 5, 6)
12.0	Develop an ongoing interest in continuing learning about and including multicultural knowledge and skills in their professional work as counselors. (CACREP: Section II.K.2.a; AP: 3, 4, 5, 6; COE CF: 2, 4, 5, 6)

Midterms:
Midterm 1:  February 18; chapters 1 – 9.
Midterm 2: April 1; chapters 10 – 14.
Final Exam: April 22; chapters 15 – 20.

Course Assignments: 
Note: Some assignments will differ between students planning to work in a community mental health agency and those planning to work in a school setting.

Course Assignments: 
Note: Some assignments will differ between students planning to work in a community mental health agency and those planning to work in a school setting.

Self-Exploration Project: 
Write a nine to ten page double spaced paper exploring the following:
1. Your ethnic and cultural background.
a.	Draw your ethnic/cultural genogram (example is attached; additional guidelines are provided on Blackboard)
b.	Discuss what aspects/qualities of your ethnic/cultural background are prominent in your life (e.g., language, religion, character traits) and the childhood experiences that reinforced them
c.	Describe the childhood and adolescent experiences or relationships that shaped your view of people who are culturally different than you. What is your current view of people who are culturally different than you? 
2. The cultural values you currently hold.
a.	What cultural values do you currently hold (address time, activity, relational, basic human nature, religion)?
b.	Which of these values will be different from common values of African Americans, Asian Americans, Hispanic Americans, or Native Americans? 
c.	How do you plan to manage values conflicts with your clients?
3. Describe your process in racial identity development.
a.	What stage are you currently experiencing? Give examples.
b.	What factors/experiences influenced your progression?
c.	How do you plan to further facilitate your racial identity development?

The Diverse Experience of Culturally Diverse People: An Investigation Project
Interview a person from any of the following groups: African Americans, Asian Americans, Hispanic Americans, or Native Americans. (Example of interview is included at the end of this syllabus).  Note: You can incorporate this assignment into your Cultural Research Presentation.

Cultural Research Presentation: 
You will conduct a 40-minute classroom presentation that will focus on a cultural, diverse, or ethnic group you select from our course topics. In order to give a comprehensive presentation, you must do the following:
(a) Create a PowerPoint presentation about your selected group. You presentation should cover the major points included in our book chapters and in the examples included in our course’s web site (URL: http://www.coedu.usf.edu/zalaquett/mcdp/m.htm).
(b) Present handouts including relevant information about your selected group and your annotated bibliography (3 references minimum).
(c) Include an experiential activity supporting one or more major points of your presentation.
(d) If you are a community counselor, include a treatment plan for a common counseling concern regarding your cultural group
1.	Detailed problem or concern with cited references
2.	Goals and objectives
3.	Recommended intervention with cited references.
4.	Emphasis on what an effective multicultural mental health counselor may do. 
If you are a school counselor, develop a guidance lesson to help students appreciate this culture of address common concerns of this group 
1.	Goals and objectives
2.	Detailed outline of content material with cited references
3.	Description of experiential activities. 
Emphasis on what an effective multicultural school counselor may do.
(e) Present a role-playing situation illustrating an effective multicultural intervention with a client or student from your selected group.

 “Su Nombre es Hoy – His/Her Name is Today” Evaluation
Evaluate the quality of the website “Su Nombre es Hoy – His/Her Name is Today” (url: http://www.coedu.usf.edu/zalaquett/hoy/) using the educational technology questionnaire.

The Multicultural Skilled Counselor
You will submit four journal article reviews that are two pages in length each. The first page of the review will be a summary of the major points addressed by the article and the second page will be a personal reaction to the article. The journal articles to review are listed under required journal articles.

Criteria for Evaluation of Student Performance: 
Student grade in MHS 6420 will be based on total number of accumulated points, according to the following scale: 
     Points	Assignments			        				Due Date
    50 points 	Midterm 1							(see Schedule)
    50 points	Midterm 2							(see Schedule)
    50 points 	Midterm 3							(see Schedule)
    50 points	Midterm 4							(see Schedule)
    50 points	“Su Nombre es Hoy-His/Her Name is Today” Evaluation	(see Schedule)
  100 points 	Self-exploration Project paper				(see Schedule)	
  350 points 	Cultural Research Presentation				(see Schedule)
  100 points	Required Journal Articles reaction (Four, 25 points each)	(see Schedule)		 
  100 points 	The Diverse Experience of Culturally 			
Diverse People: An Investigation Project			(see Schedule)
  100 points	Final Exam							(see Schedule)		 
1000 points	Total 

Grading Scale: 
1000 -900 points = 	A 
  899 -800 points = 	B 
  799 -700 points = 	C 
Below 700 points = 	F

Attendance Policy: 
Class attendance is mandatory. Please be informed that more than one absence will affect your grade adversely. Leaving class at break and/or consistently arriving more than 10 minutes late to class also constitute absences. After one absence you will lose 50 points from your final grade for each additional absence.
 
Non-Permission to Sell Notes, Tapes, or Any Other Materials of Class Lectures: 
The information provided in this course is copyrighted by various authors or publishing companies (e.g., Comer, Worth Publishers, APA). A great amount of information used in this course is included for academic purposes; therefore, students or any other individuals are forbidden to copy, sell, or distribute in any form notes or tapes of class lectures and materials.
 
Notice to Persons Requiring Special Accommodations:
It is the policy of the University of South Florida that no individuals otherwise qualified shall, solely by reason of their disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any academic program or activity.  Students with a disability, which affects their academic performance, are expected to arrange for a conference with the instructor in order that appropriate strategies can be considered to ensure that participation and achievement opportunities are not impaired. Please notify the instructor within the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the Student Disability Services Office must accompany the request. Additional resource information is available through the College of Education Graduate Student Handbook.

ADA Statement: 
Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services.  Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course.  A letter from the USF Disability Services Office must accompany this request.

USF Policy on Religious Observances:  
All students have a right to expect that the University will reasonably accommodate their religious observances, practices and beliefs.  Students are expected to notify the instructor in writing by the second class if they intend to be absent for a class or announced examination, in accordance with this policy.

Web Portal Information:  
Why are the NetID and helios account important to students?  A helios account, which is the official USF e-mail account, is given to every USF student when enrolled.  Every official USF correspondence to students will be sent to the helios account.  More information about this and the USF Web Portal can be found at:  http://www.acomp.usf/portal.html.
 
Academic Dishonesty:  
Information about academic dishonesty can be found in the on-line Graduate Catalog:   (http://catalog.grad.usf.edu/2001-2003/section8.asp#academic%20conduct).
Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text.  On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure.  Citations may be made in footnotes or within the body of the text.  Plagiarism also consists of passing of, as one’s own, segments or the total of another person’s work.
Punishment for Academic Dishonesty will depend on the seriousness of the offense and may include receipt of an “F” with a numerical value of zero on the item submitted, and the “F” shall be used to determine the final course grade.  It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.  
 
Detection of Plagiarism:
Students should be aware of an available service called “SafeAssignment” to detect plagiarism. The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. Assignments are compared automatically against a variety of items in the Internet, and previously submitted papers. Material that may not be original is flagged and a matching score is calculated. The Instructor receives the matching score and a report. 

I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to SafeAssignment. 

SafeAssignment
SafeAssignment is an automated plagiarism detection system designed to work in conjunction with myUSF (Blackboard). Every student paper submitted to myUSF (Blackboard) via this tool automatically undergoes a search through the Internet and a number of internal and external document databases for signs of plagiarism.
 
Please be aware that I may ask you to submit your documents via SafeAssignment. SafeAssignment will located in the Assignments section of Bb.
 
SafeAssignment View and Submission
1. Go to the Assignment section in Bb and click the View/Complete link below the SafeAssignment’s description. You will have the option to submit your assignment document and add some comments. 
2. Once the student submits the assignment, they have the option to return to it later and see their results. 
 
When a student submits a paper to SafeAssignment, the content of the paper is checked against a variety of items on the Internet, electronic document databases, and documents already submitted to SafeAssignment. Material that may not be original is flagged and a matching score is calculated. SafeAssignment returns the matching score, a link/links to the original paper/papers, and a color-coded report.  
 
Cheating: 
Cheating is defined as follows: (a) the unauthorized granting or receiving of aid during the prescribed period of a course-graded exercise: students may not consult written materials such as notes or books, may not look at the paper of another student, nor consult orally with any other student taking the same test; (b) asking another person to take an examination in his/her place; (c) taking an examination for or in place of another student; (d) stealing visual concepts, such as drawings, sketches, diagrams, musical programs and scores, graphs, maps, etc., and presenting them as one’s own; (e) stealing, borrowing, buying, or disseminating tests, answer keys or other examination material except as officially authorized, research papers, creative papers, speeches, other graded assignments, etc. (f) Stealing or copying of computer programs and presenting them as one’s own. Such stealing includes the use of another student’s program, as obtained from the magnetic media or interactive terminals or from cards, print-out paper, etc. 
Punishments for academic dishonesty will depend on the seriousness of the offense and may include assignment of an “F” or a numerical value of zero on the subject paper, lab report, etc., an “F” or an “FF” grade (the latter indicating academic dishonesty) in the course, suspension or expulsion from the University. Notice that a student has been dismissed for reasons of academic dishonesty may be reflected on the student’s transcript with the formal notation: Dismissed for Academic Dishonesty.  For more information, go to http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
 
Class Agreement:
In order for our class to best support each member in learning about mental disorders, course participants’ adhere to the following norms/rules: 
•	Attendance and Continuity: the same class members will participate throughout the semester (it is a closed group). 
•	Participation: each class member will proactively participate in learning about mental health, diagnosis, treatment planning, and best practices in the treatment of mental disorders, and support group peers in achieving these goals. 
•	Confidentiality: The class members agreed to maintain the dignity of the participants by not talking about what is discussed in class outside of the class. The class agreed it is okay for class members to turn to each other for support to address questions outside the context of class and to bring those outside discussions to the class meeting. The class stated the terms in which confidentiality had to be broken due to State, University, and College of Education laws and regulations (homocidality, suicidality, child/elderly abuse, academic concerns). 
•	Respect: The above mentioned agreements will be a foundation for a safe class environment for class members to explore their multicultural experiences and learn about mental health counseling. 
Professional Demeanor:
Students are expected to behave in a professional manner inside and outside the classroom.  Professional behavior includes the following:  
1)	personal integrity;  
2)	responsibility for your own behavior, tasks, assignments and life lessons; 
3)	consideration, caring and sensitivity to others; 
4)	maturity, including the capacity to communicate in an adult-to-adult fashion with others; 
5)	evidence of a continuous process of self exploration, resulting in enhanced self-awareness;
6)	awareness of diversity, including the capacity to accept different world views;
7)	practice of ethical and moral professional behavior;
8)	openness to constructive feedback, critiques, and suggestions;
9)	willingness to try new behaviors and to implement suggested changes.
 
Accomplished Practices:
I reserve the right to request copies of your assignments for my class portfolio. Please make two copies of your assignments because you may need them to complete your portfolio or to document one or more of the Florida Accomplished Practices. I will keep a copy of your assignments once graded, as appropriate documentation for course improvement and for one or more of the Professional Counselors Standards of Practices.

I look forward to working with you during the semester.

Counseling Special Populations
MHS 6420

	Topic	Readings and Assignments	
Class 1
January 7	Introduction – Syllabus review
The Map is not the Territory
Description of course projects and evaluation
Why a course on counseling of this nature?
	Sue and Sue Chapter 1
Survey 
Cultural Project Selection
Maps and the Mind	
Class 2
January 14	The superordinate nature of multicultural counseling/therapy.
Multidimensional model of cultural competence in counseling.
Implications for clinical practice.
	Sue and Sue Chapter 1 (cont.) 
Due date: Sue, Arredondo, & McDavis, (1992). Multicultural counseling competencies and standards: A call to the profession.
	
Class 3
January 21		The politics of Counseling and Psychotherapy.
Sociopolitical Considerations of Trust and Mistrust.
	Sue and Sue Chapter 2 
Sue and Sue Chapter 3

Class 4 
January 28	Barriers to effective multicultural counseling/therapy
Culturally appropriate intervention strategies 
	Sue and Sue Chapter 4
Sue and Sue Chapter 5
Due date: Arredondo, Toporek, Brown, & Jones (1996). Operationalization of the multicultural counseling competencies.  
	
Class 5
February 4	Multicultural family counseling and therapy
Non-western and indigenous methods of healing
	Sue and Sue Chapter 6 
Sue and Sue Chapter 7
	
Class 6
February 11	Racial/Cultural Minority Identity Development
R/CID model and its therapeutic implications
White Racial Identity Development
Dimensions of Worldviews

	Sue and Sue Chapter 8
Sue and Sue Chapter 9
Due date: Arredondo, P. (1999). Multicultural counseling competencies as tools to address oppression and racism.
	
Class 7
February 18	Midterm 1 (Chapters 1 – 9)
Dimensions of worldviews
Multicultural Competencies	Sue and Sue Chapter 10
Due date: Arredondo & Arciniega (2001). Strategies and techniques for counselor training based on the Multicultural Counseling Competencies.
	
Class 8
February 25	Counseling African Americans
Implications for clinical practice
	Sue and Sue Chapter 11
Suggested readings	
Class 9
March 4	Counseling American Indians and Alaskan Natives
Implications for clinical practice
	Sue and Sue Chapter 12 
Suggested readings
Due date: Self-Exploration Project
	
March 11 -15	Spring Break
		
Class 10
March 18	Counseling Asian Americans
Implications for clinical practice

	Sue and Sue Chapter 13
Suggested readings 
Due date: The Diverse Experience of Culturally Diverse People: An Investigation Project
	
Class 11
March 25	Counseling Hispanic/Latino Americans
Implications for clinical practice
	Sue and Sue Chapter 14
Suggested readings	
Class 12
April 1		Midterm 2 (Chapters 10 – 14)
Counseling Individuals of Multiracial Descent
Counseling Sexual Minorities
Implications for clinical practice
	Sue and Sue Chapter 15 
Sue and Sue Chapter 16
Suggested readings
	
Class 13
April 8	Counseling Elderly Clients
Counseling Women
Implications for clinical practice	Sue and Sue Chapter 17
Sue and Sue Chapter 18
Suggested readings
	
Class 14
April 15	Counseling Individuals with Disabilities Counseling Monocultural Organizations
Implications for clinical practice	Sue and Sue Chapter 19 
Sue and Sue Chapter 20
Suggested readings
	
Class 15
April 22	Final Exam (Chapters 15 – 20)
Class Evaluation and Closure		

Online Blackboard Course Materials
Course materials will be included in the Blackboard area for Multicultural Counseling for Diverse Population (Course ID: MHS6420.901S03. To access Blackboard you need to start at this web address: https://my.usf.edu/ (If this does not work, you can use the following string: https://my.usf.edu/portal/ee_login.jsp?show_header=no&new_loc=/bin/frame.pl%3Fitem%3Dmy_inst%261021489632747&auth_type=SYSTEM&course_id=
Yes, it is a long string. Copy it, paste it into the address box of your browser (the one on your browser's gray menu bar), and click return. 
Either of these links will take you to the Welcome to myUSF Online web page. The rest is easy to follow. If you have problems, please contact the help line: 974-1222 in Tampa or toll-free 1-866-974-1222 Statewide; or visit them on the 6th floor of the Tampa Campus Library, LIB 608.

I look forward to working with you during the semester.

Attachment 1.

The Diverse Experience of Culturally Diverse People: An Investigation Project

Name of interviewer: ______________________________

Cultural or Ethnic Background of Interviewee: ______________________  Age: _________

Gender: _________  Education: ______________________ Occupation:_________________

1. Please describe the most important values and beliefs of your culture.

2. Please describe important cultural events, celebrations, and practices in your culture.

3. What reading materials, films, or videos can help us learn about your culture?

4. How do you think others outside your culture view your culture?

5. What are the fondest memories you have from your childhood?

6. Have you ever experienced prejudice or discrimination? Please elaborate.

7. How people from your culture perceive counseling and counselors?

8. What issues or concerns do you think people from your culture would bring to counseling?

9. When it comes to counseling, what approach or interventions do you think would help people from your cultural group the most?

10. Is there anything else that you would like to add to help me understand your culture better? 

Attachment 2.

Videos for MHS 6420 Multicultural Counseling for Diverse Populations (N=23)

Title:
	The color of fear <videorecording> : a film / by Lee Mun Wah.

Summary:
	Eight North American men of different races talk together about how racism affects them.

Title:
	Multicultural counseling <videorecording> : issues of ethnic diversity / created and developed by Donald B. Pope-Davis, Amy L. Reynolds, Luis A. Vazquez ; produced by The University of Iowa Video Center.

Summary:
	Addresses ethnic and racial issues found in counseling interactions.

Title:
	Barriers to effective multicultural counseling <videorecording> / with Derald Wing Sue.

Summary:
	Lecture by Dr. Sue emphasizing the need for counselors to be sensitive to other cultural groups in terms of differences in worldviews, values, attitudes, behaviors and biases.  Maintains that counselors must know themselves and confront their own precepts about what their clients should be.

Title:
	Culture-specific strategies in counseling <videorecording> / Derald Wing Sue.

Summary:
	Lectured by Dr. Sue explaining the strategies for working with racial, cultural diversity in counseling.

Title:
	The Multicultural meeting <videorecording> : working with diverse cultures / produced by Jess Taylor ; directed and written by Erich E. Toll.

Contents:
	1. Conflicts -- 2. Points of view -- 3. Solutions.

Participant(s):
	Narrator: Lee Massero.
	Cast:Phil Luna, Barbara Charron, Joe Mauricio, Minori Murata, Lawrence Gonzalez.

Title:
	Bugs for breakfast <videorecording> : food & culture / writer, Jeffrey Schrank.

Summary:
	Multicultural look at how we eat. Illustrates that how we view food is learned.  Explains that there are no universal food customs or dietary restrictions.  What one refuses to eat is a symbol of social identity.

Title:
	National Multicultural Conference & Summit II <videorecording> / The American Psychological Association.

Summary:
	Major presentations given on January 25-26, 2001 at the National Multicultural Conference and Summit of the American Psychological Association, Santa Barbara

Contents:
	<Tape 1>. Race, racism and antiracism (95 min.) / Claude Steele and John Dovidio -- <Tape 2>. <Surviving racism and sexism : lessons we have learned (96 min.) / Art McDonald, Patrick Okura, Amado Padilla, Joe White -- <Tape 3>.  Sexual orientation in perspective (65 min.) / Linda Garnets -- <Tape 4>. Could you hold the door open for me? (58 min.) / Rhoda Olkin -- <Tape 5>. Gender and diversity : a female and male perspective / Pamela Reid and Michael D'Andrea.

Title:
	Two keynote presentations <videorecording> / by Claude M. Steele & John F. Dovidio ; producer-director, Ray <Tracy.>

Summary:
	The first presentation gives information on the effects of perceived negative group stereotypes (stereotype threat) on intellectual and academic performance. The second discusses the effects of conscious and unconcious biases on communication and problem solving in interracial situations.

Contents:
	Institutional climate and stereotype threat: enhancing educational performance and identification in the face of negative group stereotypes / Claude M. Steele (45 min.) -- Why can't we get along? Interpersonal biases and interracial distrust / John F. Dovidio (41 min.) -- Questions and answers (9 min.).

Title:
	Pigeon-holed in the land of penguins <videorecording> / <presented by> CRM Films ;  directed by Sam Weiss ; written by B.J. Hateley, Warren H. Schmidt ; film production, Pantomime Pictures Inc.

Summary:
	The penguins learn about stereotyping, diversity and teams in the workplace.

Title:
	Resolving conflict in the workplace <videorecording> / Radish Creative Group ; executive producers, Charlotte Angel, Amy S. Weber ; director, Amy S. Weber ; producer, Gayle Friedman ; writer, Gayle Friedman.

Summary:
	Examines conflict management with a step-by-step analysis for conflict resolution. Stresses the value of communication and collaboration and includes interviews with a diverse group of employees and managers who discuss their experiences with conflict.

Title:
	Assessing diverse populations <videorecording> / a production of TVOntario ; producer/director, Lalita Krishna.

Summary:
	This program explores the question of whether or not student diversity represents an issue in assessment and evaluation testing. It also discusses whether low test results among special populations can be attributed to inappropriate testing methods.

Title:
	Diversity issues in the classroom <videorecording> / produced by the Penn State Office of Educational Equity, the Penn State Affirmative Action Office and WPSX-TV ; a production of Educational Communications.

Summary:
	Presents dramatazations of four events with a panel discussion after each one.

Contents:
	1. Confronting overt racism -- 2. Creating equality in the classroom -- 3. New curricula - new challenges -- 4. Advising in a multicultural setting.

Title:
	Girls like us <videorecording> / a film by Jane C. Wagner & Tina DiFeliciantonio; produced in association with ITVS.

Summary:
	This documentary explores female teenage experiences of sexuality and pregnancy. An ethnically diverse group of four working class girls strut, flirt and testify about their lives. Filmed in South Philadelphia over a period of four years and following its protaganists from age 14 to 18, it brings into sharp relief the conflicts of growing up female, exposing the impact of class, sexism and violence on the dreams and expectations of teenage girls.

Title:
	The gender tango <videorecording>  / a presentation of Films for the Humanities and Sciences ; based on an original idea by Lise Payette ; directed by Lea Pool.

Summary:
	This program looks at the different ways women define themselves and are defined by others in diverse cultures.

Title:
	The essential blue eyed <videorecording> : 50 minute trainer's edition and 36 minute debriefing / Denkmal Filmproduction ; produced by Claus Strigel and Bertram Verhaag ; written and directed by Bertram Verhaag.

Summary:
	Jane Elliott conducts a diversity training workshop where an arbitrarily selected group of individuals is targeted to experience prejudice and bigotry. The workshop is based on the blue-eyed/brown-eyed exercise.

Title:
	Telling it like it is : reflections on cultural diversity <videorecording> / Joan Fountain

Alternate title(s):
	Reflections on cultural diversity
	Added title on cassette label: On intercultural competence

Title:
	How are kids smart? <videorecording> : multiple intelligences (M.I.) in the classroom / featuring Howard Gardner.

Summary:
	Learn about M.I. theory and the seven intelligences, explore some of the associated myths about M.I. and observe how teachers have incorporated M.I. theory into their classrooms.  Addresses the struggles with challenges of increasing diversity, inclusion of students with special needs and the move toward heterogenous grouping in the classroom.

Title:
	Respecting diversity in the classroom <videorecording> / a DelRay Communications production for AIT.

Summary:
	A professional development program designed to help educators address the issue of multicultural education, with strategies to help develop multicultural curricula as well as help integrate multicultural education into an existing curriculum.

Title:
	Valuing diversity <videorecording> : multi-cultural communication / Learning Seed ; director, David Phyfer ; writers, Louise Welsh Schrank, Jeffrey Schrank.

Summary:
	A study of prejudice toward people who are different. Viewers learn how to decrease their discomfort in communicating with people from different cultures, social classes, age groups, or physical disabilities.

Title:
	Multicultural counseling <videorecording> : issues of diversity / Don Pope-Davis ... <et al.>

Summary:
	Addresses such issues in counseling as gender identity, religious identity, language and culture, and disabilities.

Title:
	A World of diversity <videorecording> / David Matsumoto ; <a production of WPSX3 ; co-producer/directors, Wm. Gary Perdue & Chuck Ungar ; scriptwriter, James Morrow>.

Summary:
	Video 1 shows three campus incidents in which feelings are hurt, false assumptions are made, and friendships are threatened due to cross-cultural communication problems.  Video 2 replays the same scenes, providing alternative ways to resolve conflict and improve communication skills.

Contents:
	<v. 1>. A world of difference : expanding your cultural awareness (28 min.)--<v. 2>. A world of diversity : developing your diversity skills (28 min.)

Title:
	Ethnic diversity <videorecording> /  WTVS Detroit, Mich.

Summary:
	Teens from diverse ethnic backgrounds talk about racism and the strengths of our multicultural society.

Title:
	Hispanic-American cultures in the U.S.A. <videorecording> / the Board of Governors Universities in cooperation with Governors State University ; a production of Communications Services.

Summary:
	Discusses the diverse cultures in the U.S. grouped under the label Hispanic and the strong emphasis placed on education within the groups.