Human Development & Fam Sci: Interrogatng White Identity

Introductory examination of white identity development and white identity development models from an ecological perspective. Prerequisites: HDF 1050 or HDF 1600; Minimum Sophomore standing.

Prereqs enforced by the system: HDF 1050 or HDF 1600; Minimum Sophomore standing PACE students by permission and override

This is a general description of this course but note that the course instructor has not yet been confirmed. Course focuses on providing a basic understanding of the developmental factors that form our understanding of white identities (Anglo/ White/ Caucasian). How is white identity constructed and given meanings? Course focuses on institutional factors and individual developmental issues across the life span, using the lenses of developmental theory and identity models. This is a course for students who have had an introduction to human development (HDFS 1050) or introductory human psychology (PSYCH 1) so they have a basic understanding of how people learn and grow.

An instructor for this course has not yet been confirmed, but when they are, they will likely offer some different section expectations. Course Goals in the past have included: 1. Examine the components of human development, such as family, individual and group relationships, social institutions, learned behaviors, belief systems, & customs that are associated with ethnic identity, with a focus on populations labelled White 2. Broaden and enrich one’s understanding of issues related to your own identity development linked to course themes and in general 3. Reflect upon the influence of white ethnic identity on the development of people’s behaviors, values, and attitudes specifically regarding both individuals’ and organization’s day-to-day interactions, expectations of, and judgments, and 4.Critically analyze the meanings of white identities as a developmental issue in the USA General Classroom Environment Expectations in the past have included: Be honest, do the readings, be considerate of everyone in the class. To engage in critical thinking about the content. To engage with conversation and dialogue without insults and demeaning comments. Do not take actions that would disrupt the overall functioning of the class sessions. Attendance and In-Class Participation: One of the goals of the course is to have an active and informed discussion. For that to happen, all students are expected to be present, prepared, and involved in every class. Students are also expected to be on time and to contribute to the positive learning environment.

An instructor for this course has not yet been confirmed. In the past, assignments have involved short written assignments, researching and critiquing concepts and terms, online quizzes, and exams. Assignments are expected to be posted on Brightspace or at times may be given in class.