CHLD 150: Teaching in a Diverse Society

Citrus College Course Outline of Record

Citrus College Course Outline of Record
Heading	Value
Effective Term:	Fall 2025
Credits:	3
Total Contact Hours:	54
Lecture Hours :	54
Lab Hours:	0
Hours Arranged:	0
Outside of Class Hours:	108
Total Student Learning Hours:	162
Strongly Recommended:	ENGL C1000.
Transferable to CSU:	Yes
Transferable to UC:	No
Grading Method:	Standard Letter

Catalog Course Description

Examines the historical and current perspectives on diversity and inclusion and the impact of systemic societal influences on children’s development, learning, and school experiences. Strategies for developmentally, culturally, and linguistically appropriate anti-bias curricula will be explored, as well as approaches to promote inclusive and anti-racist classroom communities. Includes self-reflection on the influence of teachers’ own culture and life experiences on teaching and interactions with children and families. 54 lecture hours.

Course Objectives

Compare historical and current perspectives on diversity and inclusion.
Identify and differentiate between various forms and types of diversity.
Discuss how stereotypes, bias, discrimination, systemic oppression, and internalized privilege impact children’s learning, development, and school experiences.\\n
Summarize and describe the history and influence of systemic, internalized privilege and oppression.
Reflect on your values and implicit and explicit biases and how these may positively and negatively affect teaching and learning.
Identify approaches to help children negotiate and resolve conflict related to social injustice and bias.\\n
Evaluate classroom environments, materials, and approaches for developmental, cultural, and linguistic appropriateness for infants and toddlers through the early primary years.
Describe strategies to promote an inclusive and anti-racist classroom community.
Evaluate strategies used to build collaborative relationships with families related to issues of diversity.

Major Course Content

Foundational Understandings for Teaching in a Diverse Society
1. Defining and clarifying dimensions of diversity, including:
  1. Sex and gender roles, sexual orientation
  2. National identity, culture, race/ethnicity
  3. Language and literacy
  4. Religion and belief systems
  5. Family structure and function
  6. Ability
  7. Age
  8. Socioeconomic status
2. Trends and current issues of equity and access as they relate to young children’s learning and development
  1. Equity and Access
    1. Institutional policies that perpetuate inequitable access
    2. Bias, stereotypes, and prejudice
      1. Implicit and explicit bias
      2. How stereotypes and prejudice develop and are challenged
      3. Recognizing internalized oppression and microaggressions.
      4. Stereotypes and biases in the media
      5. Overt and covert social messages
  2. Effects of the dominant culture on holidays and traditions, family roles, religion, values, and beliefs
    1. Addressing misconceptions
Classroom Curriculum and Environments
1. The influence of teachers in children’s and families’ lives
  1. Recognition of teacher’s personal bias and its impact on teaching
  2. Supportive communication and interactions
  3. Modeling of respectful and inclusive behaviors
  4. Collaborative partnerships with families
2. Culturally responsive, inclusive, anti-bias, and anti-racist teaching
  1. Defining the terminology
  2. Curriculum and learning experiences
    1. Equity and access for all children
      1. Culture
      2. Ability
      3. Immigration status
      4. Homelife and family characteristics and needs
    2. Teaching strategies and modifications
      1. Culturally responsive approaches for infants, toddlers, and preschool-age children
      2. Talking to children about diversity
      3. Helping children respond to social injustice and bias
      4. Appropriate strategies for supporting dual language learners in developing English language and literacy skills
      5. Pedagogical modifications to meet individual needs
    3. Environments and materials
      1. Elements of an anti-bias environment
      2. Tools for evaluation
      3. Selection of appropriate books and materials

Examples of Required Writing Assignments

Examples: Students have the opportunity to research and review children's books that align with an Anti-bias and culturally relevant curriculum. They will use this information to create a written curriculum consisting of 2-3 pages of stories designed to be told during small group time with young children. These stories should be developmentally appropriate and should engage the listener in considering issues of diversity with the help of props such as puppets, flannel characters, or persona dolls. The story development should include describing a character with a unique family history, personality traits, and interests, as well as a situation of social intolerance/injustice. The written curriculum should contain specific questions that early care teachers can ask their students before, during, and after the story to facilitate dialogue that nurtures feelings of empathy, tolerance, and respect for differences. It should also help develop conflict-resolution skills for dealing with social injustice.

Examples of Outside Assignments

In this course, students will be given assigned readings, attend lectures, and participate in discussions. They will be expected to make meaningful connections between these activities. One way they will do this is by analyzing aspects of their personal and social identities, including overt and covert messages they have received. To demonstrate their understanding, students will create a poster that portrays various aspects of their identities. This poster will include written descriptions and incorporate artistic modalities such as drawing or collage. Finally, students will have the opportunity to present and share their work with the whole class.

Instruction Type(s)

Lecture, Online Education Lecture

2025-2026 Catalog