Instructor: David Brown, M.A.
, CFLE
Online Fall 2008
Instructor will check e-mail on E-Learning on the following days:
Mondays and Thursdays of each week
Course Description
This course is a study of families in the global environment using social construction theory which
guides exploration of families from a variety of world cultures. The following factors and
influences on families are examined throughout this course these factors include: religion,
ethnicity, education, economics, socio-political, family structure and dynamics, gender roles,
meals/food preferences, access to healthcare, housing and geographic location, mass-media,
relationships with other people (friendships, community and networking systems) and issues
related to globalization and tribalism.
Class Content is Based on the Following Assumptions
Although there is great variability among families, there are certain issues that prevail at specific
ages and certain sequences of events that are likely to occur. However, the ways in which
particular events are interpreted by culturally diverse families may be uniquely different. Our task
in understanding is to gain knowledge of what reality is for families in different communities and
insight into what that reality means as it functions in today’s interdependent global village (Arms,
Davidson, & Moore, 1992).
Students successfully completing this course will:
1. Increase one’s own awareness through Locke's (1986) five levels of awareness: awareness
of one's own culture; awareness of racism and sexism; awareness of individual differences;
awareness of other cultures; and awareness of diversity and ability to demonstrate understanding
of this awareness on a personal basis.
2. Have practical understanding of the subject matter and be able to use critical thinking skills to
analyze topics related to the variety of factors that influence families and cultural groups.
3. Have a basic knowledge of the social changes affecting families globally and understand
their needs and demands.
4. Have basic knowledge of differences and similarities among families in different parts of the
world.
Course Objectives
* Use critical thinking to identify hidden biases that inhibit cross-cultural competency
* Understand theories that guide the study of families
* Use critical thinking to identify factors influencing one’s own family and cultural experience
* Recognize environmental and societal factors influencing families across the globe
* Develop an understanding of globalization and cross-cultural competency skills
Required Textbook
Ingoldsby, B.B. & Smith, S.D. (Eds.). Families in Global and Multicultural Perspective, 2nd
edition. Thousand Oaks, CA: Sage Publications.
ISBN: 0-7619-2819-7
General Requirements
* Attendance will be taken at each class session via submission of assignments.
* Assessments (quizzes) and Assignment due dates are specified in the Schedule and course
calendar. Pay close attention to these dates as it is the student’s responsibility to complete all
tasks on time.
* Late Assignments will be assessed 50% of the points allowed. Assignments more than one-
week late will not be accepted. Assignments are to be submitted directly through E-Learning in
the assignment dropbox.
* If you having any technical problems please contact ATIS helpline at 269-387-2847.
* Personal and family crises may arise that prevent students from completing the course
requirements during the scheduled semester. An Incomplete grade allows students one academic
year to complete assignments without paying to retake the course.
However, please be aware that 1) Incompletes are granted at the discretion of the instructor and
will not be given simply to keep a student from failing; 2) if granted, one letter grade is deducted
from the student’s final grade in exchange for extra time being allowed to complete course
requirements; and 3) Incompletes that are not satisfactorily completed within the specified time
automatically default to a failing grade per the university’s policies.
* Academic dishonesty will not be tolerated. You are responsible for making yourself aware of
and understanding the policies and procedures in the Undergraduate (pp. 274–276) [Graduate
(pp. 26–28)] Catalog that pertains to Academic Integrity. These policies include cheating,
fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer
misuse. If there is reason to believe you have been involved in academic dishonesty, you will be
referred to the Office of Student Conduct. You will be given the opportunity to review the
charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You
should consult with me if you are uncertain about an issue of academic honesty prior to the
submission of an assignment or test.
* Special considerations - If you require special accommodations due to a disability or due to
English being a second language, please contact the instructor no later than the second class
session. You may also contact the office of Disabled Student Resources and Services at 387-
2116 or online at http://www.dsrs.wmich.edu.
Grading Scale
A (92% and above)
B/A (88–91%)
B (82–87%)
C/B (78–81%)
C (72–77%)
D/C (68–71%)
D (62–67%)
E (Below 62%)
Specific Requirements
Assessments/Quizzes. (Total 200 Points) Assessments/quizzes are accessed through E-
learning. Students have one attempt to take each quiz. Quizzes are timed and allotted one hour
to complete. Quizzes are based on chapter readings and are worth 10 points each.
Lesson 1 Introduction Questionnaire. (Total 20 Points). Students are expected to fill out the
questionnaire and submit it through E-learning. Click on the link provided in E-learning under
Lesson 1.
Lesson 2 Social Construction and Human Ecology Theory (Environmental Assessment
Inventory). (Total 100 Points). Students will use the Environmental Assessment Inventory Form
(this form is an attachment found at the bottom of the assignment) to investigate the influence of
different social factors on their family experience. In this activity, students will explore and rate
the impact of each factor and how it relates to their personal family experiences. Using the
Human Ecology Theory students will examine ways in which their families experienced issues
relating to media and technology, sociopolitical systems and structures, education, socio-
economic status, ethnicity, religious belief and practice, urban and/or rural dwelling, peers and
local community support, disease and health status, food belief, attitude and practice. The link to
this assignment is found under Lesson 2 in E-learning. The Theoretical Framework is a required
reading found under Learning Modules Lesson 2.
Lesson 3 Sociocultural Beliefs, Values and Practices of Families. (Total 100 Points). This is a
research paper that compares cultural issues related to families in the United States to those of
other countries. Students will choose a country other than their own and focus on the impact of
the NINE FACTORS listed in Learning Module 3 under Sociocultural Assignment (2). Students
will use the list of research questions in this assignment to prepare their paper. The paper should
be a maximum of 5 pages double space and includes a cover page, page numbers, reference
page and a paragraph of each of the nine factors. Students may incorporate information by
interviewing someone from that culture. Since this is a ‘research paper’ students must use
scholarly information found in books, journals, magazines and limited websites for this
assignment. For writing assistance refer to the Contents Page APA Style for Writing References.
Lesson 4 Country Project: Families in Global Context. (Total 100 Points). Using the same
country selected in Lesson 3 students will expand this final project into a PowerPoint presentation
submitted through E-Learning. The PowerPoint must include a reference page (which may be
the same one used in Lesson 3). For detailed directions go to Learning Module 4.
