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Catalog Description Hours: 54 lecture Description: Course focuses on the interdisciplinary study of social justice. Examines social justice movements in the United States in relation to key social groups and identities. Provides a better understanding of the socio-economic, cultural, and political conditions among these key social groups. Students in this course will actively engage in addressing social justice issues. (C-ID SJS 110) (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply social theories and critical analysis to minority-majority group relations and the structure of inequality. CSLO #2: Analyze how social processes and the manipulation of social power have led to conflict, cooperation, and stratification among minority groups in the United States. CSLO #3: Evaluate and analyze proposed solutions, social movements, and actions to the study of social justice in the United States. CSLO #4: Evaluate the role of individual impact on social justice issues via engagement in research and/or social action. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives The student will be able to, through oral and written work: 1. assess the growth and diversity of important minority groups in the United States; 2. demonstrate knowledge and understanding of the histories and experiences of minority groups and their contributions to the development of U.S. society; 3. explain how concepts of minority group status are socially and politically constituted and institutionalized; 4. compare and contrast the important minority groups in the United States; 5. demonstrate an understanding of minority-majority group relations; 6. evaluate the problems facing minority groups in the United States; 7. assess the intersection of identities and its impact on social status and social movements. 8. Evaluate the impact of individual and collective action in addressing social issues General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D3 Ethnic Studies CSUGE - D7 Interdisciplinary Soc/Behav CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4C Ethnic Studies IGETC - 4G Intrdis Social/Beha IGETC - 4J Sociology/Criminlgy Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Instructor will divide students into share-pairs and hand out an assignment asking pairs to collaboratively brainstorm examples of Interpersonal, Institutional, and Internalized examples of adultism. Instructor will facilitate a discussion of report out from pair groups in larger group discussion. Essay Examinations Example: Essay question: Explain the importance of intersectionality when evaluating social inequity. Give an example of at least two social identities and how they interconnect to create a social experience. Objective Examinations Example: True/False question on an exam. Example from studying immigration: T/F Immigrants are three times as likely as U.S.-born residents to start small businesses and small businesses account for up to 80% of new jobs in the U.S. Problem Solving Examinations Example: In class, instructor will divide students into groups and hand out a specific scenario related to one of the social justice topics studied in class (i.e., immigration, racism, homophobia) and will be asked to identify the problem and design steps for solution (i.e., legislative solution, social movement, activism, media campaign). Projects Example: For Social Justice Days, students will pick a social inequality, highlighted in the class, to further research and create a visual poster project to be displayed in the quad during this campus event. Project will be peer reviewed and graded by the instructor based upon a structured rubric. Reports Example: Students will work in groups, in and outside of class, to create a class presentation on a key social justice topic from the class. Students will be required to include academic research and critical analysis on the topic. The group will present their project via video or presentation to classmates. Project will be assessed via rubric, combining both peer review and instructor grade. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will divide students into small groups and hand out varied examples of social inequalities (as related to race, ethnicity, gender, class, etc.) Students will assess the inequalities, identify structural barriers to equity, and design a response rooted in social justice and movement pedagogy. Distance Learning Instructor will assign five varied examples of social inequalities (as related to race, ethnicity, gender, class, etc.) Students will, via discussion board assignment, choose one with which to assess the inequalities, identify structural barriers to equity, and design a response rooted in social justice and movement pedagogy. Students will then be required to comment on at least one of their classmates posts, in which they will include, in their comment, an analysis of their classmate's post and identify additional structural barriers to add to the discussion on social justice pedagogy. Typical Out of Class Assignments Reading Assignments Students will have weekly reading assignments in college-level texts. Sample Assignment: 1. Read chapter 1 in your textbook and be prepared to discuss the impact of the critical race theory on the modern history of U.S. civil rights movements. 2. Read In A Different Mirror by Ronald Takaki, and be prepared to provide a brief overview of the history of multicultural U.S.-America by highlighting the experiences of key racial and ethnic groups, as discussed in the article. Writing, Problem Solving or Performance Students will regularly write formal, college level, essays on issues of Social Justice. Examples: 1. Construct an annotated timeline of racial justice struggle in the United States. 2. Following the guidelines for field research and content analysis, choose a social justice movement/organization to evaluate. Create a check list for your observation, write a reaction paper detailing your observations including your discussion and analysis on social stratification, theories on inequalities (i.e., critical race theory), and movement pedagogy. Other (Term projects, research papers, portfolios, etc.) As a culminating semester project, identify a key social justice issue and construct an analysis of this issue as related to social justice pedagogy. Prepare a classroom presentation to highlight the chosen issue, explain the issues of inequality, and show evidence of related social justice action and/or movement(s). Required Materials Race, Class, and Gender Author: Anderson & Collins Publisher: Cengage Learning Publication Date: 2020 Text Edition: 10 Classic Textbook?: No OER Link: OER: Diversity and Society: Race, Ethnicity, and Gender Author: Healey, Joseph Publisher: Sage Publication Date: 2022 Text Edition: 7 Classic Textbook?: No OER Link: OER: When We Fight, We Win: Twenty-First-Century Social Movements and the Activists That Are Transforming Our World Author: Greg Jobin-Leeds Publisher: The New Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: No OER Link: OER: Readings for Diversity and Social Justice Author: Adams, Blumenfeld, Castenda, Hackman, Peters, Zuniga Publisher: Routledge Publication Date: 2018 Text Edition: 4 Classic Textbook?: No OER Link: OER: Solidarity Politics for Millennials Author: Ange-Marie Hancock Publisher: Palgrave MacMillan Publication Date: 2011 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Sociology is a disciplined quest for the understanding of human behavior—particularly in post-industrial society. Through a systematic analysis of society, its groups, institutions and processes, sociologists hope to better understand and predict human behavior. The introductory course provides a foundation in sociological concepts, with the goal of having students acquire the perspective in sociology and the ability to see their personal position in a societal context. Other sociology courses focus on social problems, race and ethnic relations, gender and gender identity, and the family.

Catalog Description Formerly known as PSYC 10 Also known as HDEV 21 Hours: 54 lecture Description: Study of the meaning and functions of intimate relationships and family. Consideration given to the nature of commitments, sexuality, alternative relationships, communication, conflict resolution, economics, parenting, crises, and marital separation. Recommended for majors in Human Development and Family and for those in human service careers. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the research and theories regarding different types of relationships. CSLO #2: Differentiate stages in the development of intimacy with an identification of factors which may influence the process. CSLO #3: Identify the factors associated with healthy/unhealthy relationships and family dynamics. CSLO #4: Analyze options in becoming a parent, parenting styles, and parenting resources. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Distinguish between myth and reality with regard to intimate relationships and family in current times. 2. Differentiate stages in the development of intimacy with an identification of factors which may influence the process. 3. Analyze the research and theories surrounding how relationships develop and are maintained. 4. Analyze the theories of Sternberg and John Lee in regard to their differences and commonalities on the subject of love. 5. Assess the choices to become married or stay single. 6. Compare and contrast gender similarities and differences. 7. Analyze the role human sexuality plays in modern-day family and marriage. 8. Analyze the role of communication and family interconnections in relationships and parenting. 9. Compare and contrast diversity in families. 10. Differentiate the effects on the family of separation, death, divorce, and remarriage. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Social and Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - D9 Psychology CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Instructor to provide a handout on possible parenting challenges and and then students use Kahoots! or similar live feedback technology to assess student learning/opinion on how these challenges could be best handled. Grading based on point accumulation. Essay Examinations Example: Compare and contrast the theories on family development. Essay will be graded based upon criteria shared with the class as a part of the assignment. Objective Examinations Example: Answer multiple choice, short answer, true/false questions about types of relationships. Choose which response best reflects criteria outlined in lecture and text. Graded based on correct application of criteria. Projects Example: Interview an MFT and compile a list of ways in which one might protect a marriage. Project would be graded on completeness. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lecture on societal trends of getting married or staying single, and the benefits and drawbacks of each. Instructor to then assign small groups to analyze the advantages and disadvantages of each and to share their own experiences. Instructor to lecture on best practices of conflict resolution. Students can then discuss scenarios written by the instructor apply these practices to each. Distance Learning Instructor to provide a video lecture on step parentng and assign students to listen to a podcast on the same topic. Students will then post the views of the podcast, both positive and negative, on the discussion board and how this content compared to class content. Typical Out of Class Assignments Reading Assignments 1. Read and critique one research study related to marriage and family and be prepared to share findings in class. 2. Read the assigned material covering types of love. Be able to cite each of the major theorists on love and compare and contrast their approaches. Writing, Problem Solving or Performance 1. Interview a newly married couple or someone who has been through a divorce. Analyze their relationship given class concepts. 2. Write a "family autobiography" about how marriage has impacted who you are. Other (Term projects, research papers, portfolios, etc.) Required Materials Choices in Relationships: An Introduction to Marriage and the Family Author: Knox, Schacht Publisher: Cengage Publication Date: 2016 Text Edition: 12th Classic Textbook?: OER Link: OER: Marriages, Families and Intimate Relationships: A Practical Introduction Author: Williams, Sawyer, Wahlstrom Publisher: Pearson Publication Date: 2017 Text Edition: 4th Classic Textbook?: OER Link: OER: Marriage, Intimate Relationships, and Families Author: Pelz, Bill Hammond, Ron and Cheney, Paul Publisher: Creative Commons Attribution Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: Yes Other materials and-or supplies required of students that contribute to the cost of the course.