Course Syllabus
EDUC-823, Section-706, CRN-54489
Fall 2025
Kids in Crisis: When Schools Don't Work
Race and Diversity
Professor: Joanna D. Vazquez, Ed.D.
The course syllabus will provide you with the course schedule, course objectives, explanations of assignments and assessments, grading policies, and instructor contact information. Please read it carefully. You should have a deep familiarity with the schedule and process of the course.
It is also available here as a PDF Kids in Crisis EDUC-823 sec 706 Fall 25 Syllabus.pdf
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Basic Course Information
GenEd
This course fulfills the Race and Diversity requirement for GenEd.
Race & Diversity courses develop a sophisticated understanding of race and racism as dynamic concepts, pointing to the ways in which race intersects with other group identifications such as gender, class, ethnicity, religion, age, sexual orientation or disability.
Race & Diversity courses are intended to teach students how to:
~Recognize the ways in which race intersects with other group identifications or ascriptions, including gender, class, ethnicity, sexual orientation, religion, disability, age;
~Understand the relationships among diversity, justice and power;
~Explore what it means for individuals and institutions to exist in a multi-racial, multi-cultural world;
~Investigate the various forms race and racism has taken in different places and times; and
~Discuss race matters with diverse others in relation to personal experience.
Course Description
This course is designed to teach students how to think about social problems and the role that race plays in how those problems are understood and addressed. Social problems represent a gap between what we would like society to be like and the lived reality for individuals in the society. Devising collective solutions to social problems and participating in their implementation is an important role for citizens in a democracy. This General Education course will use three pressing social problems in American society that play out in our schools – school discipline, segregation - and dropout - to examine how people’s “subject positions” influence how they experience these social problems. There are three questions that will guide our exploration of these social problems:
- What is a social problem? How is it defined? How do social problems arise at different times in history in response to specific circumstances?
- How do structural forces and individual differences influence social problems and help to frame the way that we look at those problems?
- How do our shared understanding of race (gender, ethnicity etc) play out in how we deal with these social problems?
Course Learning Outcomes
It is the goal of the course for students to come away with several identifiable skills and understandings.
Students will learn:
1. to explore the multiple and often competing explanations for these and other complex social problems,
2. how different lenses privilege different interpretations and conclusions, and
3. how thinking about social problems from multiple perspectives at the same time is important as we design effective solutions.
Skill Development
Students will learn to:
1. summarize and evaluate various sources of information (e.g., popular media coverage, academic research, policy reports),
2. gather a variety of primary and secondary sources
3. synthesize this new information with their own experience, observations, and other learning.
4. Discuss issues related to race with more ease and knowledge.
5. Work effectively in groups
6. Develop critical thinking, written/oral communication, and information literacy
Instructor Information
Instructor Information
Joanna D. Vazquez, Ed.D., Adjunct Associate Professor
Please refer to me as Dr. Jo. My pronouns are She/Her/Hers
My Contact Information
Office Hours- If you need to meet, email me and we'll either get on a Zoom call using the link below
Meeting Link: https://us06web.zoom.us/j/89197416781
Purpose of the Course
This General Education Race and Diversity course expands the breadth of your knowledge and skills, adding to the depth acquired in your major. This 3- credit course emphasizes the critical competencies of
Critical Thinking: Analyze, evaluate, and synthesize information to develop reasoned conclusions and problem-solving strategies.
Written and Oral Communication: Assignments will focus on improving students' ability to articulate ideas clearly and effectively in both written and spoken formats.
Information Literacy: Locate, evaluate, and properly use credible sources to support their work, ensuring academic integrity and informed decision-making.
By the end of the course, you will have gained practical experience in these areas, preparing them for academic success and future professional endeavors.
The Learning Environment
This is an online asynchronous course with no set meeting times. You can choose when to complete your work throughout the week, but most successful students block off specific times in their schedule to dedicate to the class and log in several times a week.
The course is organized into weekly modules, each containing a combination of readings, multimedia content, and assignments. You can expect a mix of video lectures, and interactive activities designed to reinforce the material. I will post announcements to keep you informed. Written or video feedback on assignments is typically provided within one week of the submission deadline. I aim to be present and responsive throughout the course, and you are encouraged to reach out with any questions or concerns at any time.
Materials*
Tatum, B. D. (2003). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race. New York: Basic Books. On reserve at Paley Library
Links to other required readings, videos, etc., will be supplied electronically in Canvas in the appropriate module. These items will be provided to you at no additional cost.
Students may obtain their course materials from any vendor they choose, or from the Temple University Libraries, if available. For this course, the cost range is approximately [$9.00 -$22.00] if the book is purchased. See QR Code below:
The text should be available for free as an e-book through the library via this link: https://librarysearch.temple.edu/catalog/991036733817203811
Software or Other Supplies
If you need access to basic software for creating documents, slideshows, or spreadsheets, you have free access to Microsoft 365.
Whether you use a paper or digital tool, you should have a calendar for managing your schedule. I use Outlook calendar, a software available to you as part of the Microsoft 365 suite of tools. Similarly, I expect you to take notes while reading course materials and during lectures, but the choice is yours whether to use software or paper.
Accessibility
Any student who has a need for accommodations based on the impact of a documented disability or medical condition should contact Disability Resources and Services (DRS) located in the Howard Gittis Student Center South, 4th Floor at drs@temple.edu or 215-204-1280 to request accommodations and learn more about the resources available to you. If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact me as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. All discussions related to your accommodations will be confidential. Students can learn more about the accommodation process and pre-register on the DRS website. Students may register at any time during the semester, but accommodations are not active until you register, so I recommend doing so as early in the semester as possible.
Information regarding accessibility for additional technologies is provided below:
Resources and Support*
Sometimes the biggest factors impacting student success are things happening beyond the scope of the individual classroom. Temple provides a wide array of resources both to help you overcome academic challenges and those not directly related to the educational challenges of the course. Please reach out to me if you need help deciding which resources might be right for you.
Undergraduate Research Support
Disability Resources and Services
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, the Temple University Cherry Pantry is in operation as well as a variety of resources from the Division of Student Affairs.
Library Resources*
As a key competency developed in all General Education courses is information literacy, Temple Libraries are an essential partner. Please check to see if your course has a dedicated library guide. https://guides.temple.edu/.
Temple University Libraries provide resources to assist Temple students with their class projects and research needs. Visit the Libraries’ website to find millions of articles, books, video, and other resources, both in print and online.
The site also provides tutorials to help you start your research, as well as subject and course research guides to help you identify resources that may be particularly useful for this class.
Contact the library at any stage of the research process. You can chat with a librarian 24/7 or make an appointment with your subject librarian, who can help you explore a topic, craft a research question, and identify and cite sources.
Course Schedule
|
Week |
Dates |
Prepare for Class |
Assignments Due |
|
1 |
Aug 25th |
Tatum Chapter 1 Graphs on Racial Inequities.
|
Identity Wheel Project |
|
2 |
Sept. 1st |
Tatum Chapter 2 & 4
Black Lives Matter from different viewpoints (Rolling Stone / National Review)
“What is White Privilege Really?” |
Reading Journal #1 |
|
3 |
Sept. 8th |
Tatum Chapter 8
“What is Intersectionality and What Does it Have to Do with Me?”
The Urgency of Intersectionality
Vox video on Race Myth
|
Reading Journal #2 |
|
4 |
Sept. 15th |
"Introduction to Whiteness” Smithsonian“Don't Be a White Ally”“Feminism in Black and White” podcast
|
Reading Journal #3 |
|
5 |
Sept. 22nd |
Race and Economic Opportunity"The Case for Reparations"“The Story We Tell About Poverty Isn't True”
Scene on the Radio podcast
|
Reading Journal #4 |
|
6 |
Sept. 29th |
“The land that never has been yet”
Schools prior to and after the passage of Brown v Board of EdBrown at 62
Black students’ perspective on integration.
|
Schooling Autobiography |
|
7 |
Oct. 6th |
Chapters 1-3 of Restoring Opportunities“The Problem We All Live With”
|
Discussion Board #1 |
|
8 |
Oct. 13th |
Watch PBS report: “Separate and Unequal” and HomeschoolingWhat is “Redlining”
“The Resegregation of American Schools”
|
Reading Journal #5 |
|
9 |
Oct. 20th |
Read about how Pa funds its schools and a current lawsuit against the state“Inequality in Education Funding”
Articles on funding and districting as tools for segregation/resegregation
|
Reading Journal #6 |
|
10 |
Oct. 27th |
Weaponization of Race
Article on how school violence is covered in the media. “What is Disproportionality in school discipline?”Review News Media Graphics and Video
|
Reading Journal #7 |
|
11 |
Nov. 3rd |
“What is the School to Prison Pipeline?”
School Discipline and Climate report.
|
Reading Journal #8
Schedule team meeting with instructor regarding group project |
|
12 |
Nov. 10th |
“Restorative approach to Discipline”Articles on Restorative Practices / Justice“How are Philly schools trying to implement Restorative Practices?”
|
Discussion Board #2 |
|
13 |
Nov. 17th |
GLSEN Executive Summary Report"The Juggernaut"GenderBread Visual
Social Emotional Learning Approaches to bully prevention.
|
Reading Journal #9 |
|
14 |
Nov. 24th |
Fall Break |
No Assignments due. |
|
15 |
Dec. 1st |
Complete Final Project
|
|
|
Final |
Dec. 8th |
|
Final Project Due
|
Grading & Assessment Guidelines
Grading Scale
|
Percentage |
Letter Grade |
|---|---|
|
94-100 |
A |
|
90-93 |
A- |
|
87-89 |
B+ |
|
84-86 |
B |
|
80-83 |
B- |
|
77-79 |
C+ |
|
74-76 |
C |
|
70-73 |
C- |
|
67-69 |
D+ |
|
64-66 |
D |
|
61-63 |
D- |
|
0-60 |
F |
Course Minimum Grade*
A grade of “C-” or better is required in all GenEd courses for you to satisfy a General Education requirement.*
I will do my best to warn you if you are in danger of not meeting this minimum, but you should reach out to me if you become worried about not achieving the minimum needed grade.
Assignment Summary
The assignments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback. (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
Weighting Details
|
Assignment |
Assignment Weight |
|
Identity Wheel |
5% |
|
Reading Journals |
45% |
|
Schooling Autobiography |
15% |
|
Discussion Boards |
10% |
|
Final Group Project |
25% |
|
TOTAL |
100% |
Assignment Descriptions
The assignments in this course have been created for two reasons: (1) For you to demonstrate your progress towards the learning goals for the course and receive useful feedback and, (2) For you to practice skills and develop ways of thinking that will be of use to you in the future.
Identity Wheel Project - 5 pts
Identify and reflect on the various ways you identify socially, how those identities become visible or more keenly felt at different times, and how those identities impact the ways others perceive or treat them. Due September 7th.
Reading Journal / Article review – 9 entries (5 pts per entry) – 45 pts
For this assignment, you will write a reflection/reaction about the readings for that week. A journal entry should incorporate your thoughts from the readings, questions you may have, ideas that extend from the reading, connections between your identity and the material, etc. THEY SHOULD NOT BE SUMMARIES.
It should encompass the following:
- Key Takeaways from the material (“The What”),
- Individual Reflection on why it matters (“So What”), and
- Application (“Now What”). What have you learned and how can you apply this learning in other contexts.
These entries should be detailed and written academically (with a thesis and corresponding topic sentences), but from your own experiences. Connect the readings and your experiences. ***You will need to cite the readings in your journals. (First Reading Journal Due September 7th then Various Due Dates)
Schooling Autobiography assignment - 15 pts
This assignment is designed to provide an opportunity for you to 1) understand your own schooling experience in a way you might not have before 2) reflect on this experience and 3) learn about the experiences of others. Due October 5th
Discussion Boards - 10 pts
There will two discussions posted. Your answer should be at least 400 words, and you will cite a source that supports your statement. Respond to two (2) other classmate's answer (at least 250 words) and again cite a source that supports your statement. Do not simply agree or disagree. Due Dates October 12th and November 16th
Team Project / Presentation - 25 pts
You will be divided into groups. Each group will collaborate to choose and then research one of the subjects below which is related to our study of social and policy problems related to race and diversity in education. Then your group will create and deliver an oral and visual presentation of your research. Due December 7th
Total Points = 100
Late Submissions
Life gets in the way for all of us from time to time. Please notify me if you may miss a deadline as soon as possible. Please do not delay in informing; as soon as you suspect a problem, let me know. via email, BEFORE the due date. If approved, I will give you a new due date to receive full credit. Any assignment that is late without prior notification will result in an automatic loss of points.
Once an assignment is closed in Canvas, late submissions will not be accepted. So, the time to make up an assignment is within the semester not at the end of the semester.
Class Attendance & Participation
Because this is an online asynchronous course, there are no required meeting times. However, consistent engagement throughout the week is expected and counts as your "attendance" in the course. At a minimum, students should log in at least two to three times per week to view course materials, complete assignments, and participate in discussions. Most assignments will have weekly deadlines, and some activities, such as discussion boards or collaborative projects, may require you to log in more frequently. Staying active and on schedule is essential for your success in the course.
School-Life Conflict
Many unpredictable things can happen over the course of a semester. If you find yourself struggling to balance your education and your other commitments, please reach out to me immediately so that we can work together to build a plan for your success. Some of the resources in the “Well Being “ sectionin your TUPortal may also be of use to you.
Religious Holidays
It is your right to observe religious holidays without impacting your opportunity to learn and succeed in this course. Please reach out to me at the start of the semester so that deadlines can be reviewed in advance of your religious observations. You will still be held responsible for course content and any assignments, but you will not lose points for attendance and participation on days important to your faith.
Caregiver Responsibilities
I have great respect for students who are pursuing their education while responsible for the care of children or other family members. Please contact me if you encounter challenges that require you to miss a class session, or if your caregiving responsibilities interfere with your success in the course. Together we may be able to find some flexibility to support your learning.
Withdrawal
If you are considering withdrawing from the course after the add/drop date, please don’t make that decision alone! Withdrawing from the course without talking to me first eliminates the possibility of finding a path to success for you. Furthermore, it is extremely important that you consult your academic advisor before withdrawing. They will be able to walk you through how the withdrawal would impact your progress towards your degree and your graduation date.
Please check the academic calendar for the last day to withdraw from a course.
Incomplete
A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process, and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.
Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13).
Technology Guidelines
Technology Requirements*
To participate in this course, you will need the equipment, software, and internet access necessary to reliably use Zoom and Canvas, as well as “productivity tools” like word processors and slide show creators.
Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wifi access, should submit a Student Technology Assistance Application located in TUPortal and linked from the Dean of Students Support and Resources. The University will endeavor to meet needs, such as with a long-term loan of a laptop or Mifi device, a refurbished computer, or subsidized internet access.
Note that there are technology resources available for students, including on-campus computers available for student use, the Tech Center computer labs and free laptop and battery borrowing at Charles Library, software that is available for free download and other specialty software that may be available for remote access through ITS.
Technical Support
For a listing of technical support services available to Temple University students, see the Tech Support page.
Live Chat or Request Help: help.temple.edu
Phone: 215-204-8000
Email: help@temple.edu
Website: its.temple.edu
Location: The TECH Center, Room 106
Technology Usage
Attending Zoom meetings using an AI proxy is not allowed.
Guidelines for Generative Artificial Intelligence
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
AI Policies
The use of generative AI tools (such as ChatGPT, Gemini, Microsoft CoPilot, etc.) are not permitted in this class; therefore, any use of AI tools for work in this class may be considered a violation of Temple University’s Academic Honesty policy and Student Conduct Code since the work is not your own. The use of unauthorized AI tools will result in a Zero for the assignment.
Netiquette
Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea but you are not to attack an individual.
Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course atmosphere.
Privacy and Data Protection
Please see the links below to become familiar with the privacy policies for each of the following:
Academic Guidelines
Academic Freedom*
Freedom to teach and freedom to learn are inseparable facets of academic freedom. I have the freedom and responsibility to design and facilitate our learning environment to best achieve the promise of the course as outlined in its official description. You have the responsibility to engage with the course in good faith and freedom from mistreatment when your opinion differs from mine. Note that it is not an abuse of this freedom for me to require that you support relevant opinions with clear argumentation and solid evidence. For more on academic freedom, consult the official Temple policy on the matter.
Academic Integrity
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. All work you submit for assessment should be your own efforts. For more on this topic, consult the relevant portions of Temple Bulletin and the Student Conduct Code.