EDUC 2025: Creating Culturally Responsive Classrooms
Instructor: Andrea Coffey, Ed.D.
Email Contact: firstname.lastname@example.org
Office Phone: 651.747.4093 Office Hours: Tuesdays: 3:30-5:30
Office Number: E 1577
Required Texts and Supplies:
Diversity Matters: Understanding Diversity in Schools by Lynn Kell Spradlin and
Richard D. Parson
Students completing EDUC 2025 will be able to demonstrate the following competencies
Core Competencies for Paraeducators:
1.1 Sensitivity to the beliefs, traditions, and values across cultures and how these impact
the relationships between children, families, and schooling.
2.3 Knowledge of and respect for the diverse backgrounds (cultural, linguistic,
environmental) of students and how these characteristics affect the student’s life and
4.2 Awareness of the challenges and expectations of various learning environments.
7.3 Ability to be sensitive and respectful in communications regarding all children and
families—regardless of differences in cultural heritage, lifestyle, values, and home
environment. (Opportunity to practice this in a school setting.)
8.5 Ability to show respect for the diversity of students.
Standards of Effective Practice:
(Standard 3, Diverse Learners)
3D. Understand how to recognize and deal with dehumanizing biases, discrimination,
prejudices, and institutional and personal racism and sexism.
3E. Understand how a student’s learning is influenced by individual experiences, talents,
and prior learning, as well as language, culture, family, and community values.
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3F. Understand the contributions and lifestyles of the various racial, cultural, and
economic groups in our society.
3H. Understand cultural and community diversity; and know how to learn about and
incorporate a student’s experiences, cultures, and community resources into
3J. Know about community and cultural norms.
3O. Use information about students’ families, cultures, and communities as the basis for
connecting instruction to students’ experiences.
3P. Bring multiple perspectives to the discussion of subject matter, including attention to
a student’s personal, family, and community experiences and cultural norms.
3Q. Develop a learning community in which individual differences are respected.
**Please note: The competencies and standards included in this syllabus are the
minimum objectives that will be covered in the class.
Work Submission Guidelines
Work must be ready for submission or review at the time designated on the course
schedule or as requested online. After a review and comment of reflections submitted in
class, students will be encouraged to place specific documents in their individual
portfolios. (If you do not have an electronic portfolio at this time, please save the
documents for use later.) Class assignments and discussions will include a variety of
teaching/learning experiences that are relevant to the role of the teacher/paraeducator in a
diverse classroom setting. Students are expected to participate in discussions and read
assigned material. All students currently working on portfolios are encouraged to
continue to update their professional portfolios during the semester.
Academic and Professional Honesty
Academic honesty and integrity are integral to the academic process. It is expected that
Century College students will understand and adhere to the concept of academic integrity
and to the standards of conduct prescribed by the college’s Policy on Academic Honesty.
The Student conduct and Academic Honesty Policy is available in the Counseling Center,
West Campus, or from the Associate Dean of Student Life, Room 2242, West Campus –
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Student’s Right to Know:
Century College is committed to the safety and security of its students and employees,
and asks that you read the ―Right to Know‖ information carefully. This information is
being supplied to you in compliance with state and federal laws and the Minnesota State
Colleges and Universities regulations. The Right to Know brochure is available in the
Counseling Center (Room 2410 West Campus), in brochure displays at the main
entrances of all campus buildings, by calling 651-779-3929, or on the Century College
web site at: http://www.century.mnscu.edu/studentlife/handbook/cprighttoknow.html.
The Access Center is a Student Services Office which provides accommodation,
advocacy, support and referral information for students with various types of physical,
psychological, or learning disabilities. Based on the individual needs of the students,
services may include, but are not limited to, early registration, note-taking, test-taking
accommodations, and the provision of sign language interpreters. Services are also
available for students with temporary and/or suspected disabilities. Documentation must
be provided within the first semester of service.
The Access Center ensures the rights of disabled students and assists Century College in
meeting its obligations under the Rehabilitation Act of 1973 (P.L.93-112, Section 504)
and the Americans with Disabilities Act. The Center’s commitment is to remove
educational, programmatic and attitudinal barriers, allowing students with disabilities
equal access and opportunity to participate fully in all education programs and activities.
This is made possible by the provision and arrangement of reasonable accommodations
on a campus-wide level. Services provided are based on individual need.
Grades will be based on the following:
Assignments (online assignments to be submitted into the dropbox) 100 points
Summer session: five assignments—each assignment worth 20 points
Reflection Papers (reflection papers ready for inclusion into a portfolio—the
midterm and the final exam are reflection papers) 100 points each (200 points)
Participation (attendance in classroom activities and online discussions)
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90 – 100% A
80 – 89% B
70 – 79% C
60 – 69% D
Below 60% F
July 6, 2010
Introduction to the course and to each other. Discussion of the roles and responsibilities
of educators in a culturally diverse classroom. Discussion of Chapter 1—Understanding
What It Means to Have a Marginalized Status in the United States: Defining
Marginalization. Focus on issues concerning race, ethnicity, social class, gender, sexual
orientation, and disability. Discussion of Chapter 2—Often-Clashing Expectations:
Minority Family Attitudes, Academic Expectations, and Treatment in Schools. Focus on
common school-related attitudes and expectations, ways in which schools may alienate
minority families, minority family confusion about schools and teachers, and barriers that
separate families of minority students from schools.
July 13, 2010
Discussion and classroom activity based on Chapter 3—School Climate: Effects on
Minority Student Achievement and Socio-emotional Adjustment. Topics of discussion:
the dimensions of school climate, the effects of school climate on the academic success
of students, elements of positive school climate, areas of conflict between minority
family attitudes and expectations and some elements of school climate, and barriers to
effective home-school communication. Classroom activity. Discussion of Chapter 4—
The Classroom Teacher: A Powerful Influence. Focus on teacher qualities that affect
student achievement, qualities that encourage student psychosocial adjustment, ways a
teacher can demonstrate value for students, and qualities needed to effectively facilitate
the learning and development of minority students. Directions for the first reflection
July 20, 2010
Reflection paper due. Discussion of Chapter 5—Learning from Native American
Stories. Topics of discussion include the early experience of Native Americans, values
held by traditional Native Americans, and coping strategies. Classroom activity.
Discussion of Chapter 6—Learning from Asian American Stories. Focus on common
values and worldviews, coping strategies utilized by Asian Americans, and classroom
strategies for integrating Asian American worldviews into the curriculum.
July 27, 2010
Discussion of Chapter 7—Learning from Latino/a Stories. Topics of discussion include
common values and worldviews of Latino/as, coping strategies, classroom strategies.
Classroom activity. Discussion of Chapter 8—Learning from African American Stories.
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Focus on common African American values and worldviews, coping strategies, and
classroom strategies. Directions for second reflection paper.
August 3, 2010
Discussion of Chapter 9—Learning from Working-Class Stories. Focus on the common
values and worldviews of working-class citizens in the United States, coping strategies,
and classroom strategies for cultivating positive relationships with students from poor
and working-class families. Discussion of Chapter 10—Learning from Women’s Stories.
Topics include: values and worldviews commonly shared by women in the United States,
coping strategies utilized by women as they confront discrimination and pressures of
dominant culture, and classroom strategies. Reflection Paper Due.
August 10, 2010
Discussion of Chapter 11—Learning from Gay and Lesbian Students’ Stories. Focus on
common values and worldviews of gay and lesbian people in the United States, coping
strategies, and classroom strategies. Discussion of Chapter 12—Learning from the
Stories of People with Disabilities. Topics include significant sociopolitical changes that
have occurred in the process of incorporating persons with disabilities in dominant
culture, coping strategies, and classroom strategies.
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