DPLS 706fa08 Leadership and Diversity
DPLS 706 Leadership and Diversity
Fall 2008 3 Units
Instructor: Dr. Jerri Shepard
Location: Fuller 117
Office: Room 120 Rosauer
Phone: 509 313-3471, 800 533-2554
FAX: 509 313-3482E-mail: shepard@gonzaga.edu
Times: Thursdays, 6-10 PM,
Dates: Sept. 4, 18, Oct. 2, 16, 23, Nov. 6, 20, Dec. 4
The Doctoral Program in Leadership Studies at Gonzaga University is premised on the belief that leadership is based on a deep understanding of the self and of the core values that drive one’s actions. Thus effective leadership requires the development of a compelling personal vision that engages others by offering meaning, dignity, and purpose. The ultimate aim of leadership is the building of more humane relationships, organizations, and societies. Effective leaders need to develop the critical imagination required to embrace individual, organizational, and global change from a stance of hope and courage. In the Jesuit tradition, the Doctoral Program attempts to provide a learning community in which students can develop the personal qualities of self-knowledge, self-acceptance, a restless curiosity, a desire for truth, a mature concern for others, respect for human individuality, and a thirst for justice. The Program promotes academic excellence and facilitates the strengthening of conceptual, scholarly, and professional competencies for use in leadership roles that serve others.
Accommodation Statement
If you need an accommodation based on the impact of a disability, you should contact me to arrange an appointment as soon as possible. Disability Support Services (AD 324, ext. 4134) will help to verify the need for accommodations and develop accommodation strategies. If you have not previously contacted Disabilities Support Services, I encourage you to do so.
Overview
Leaders are in a privileged position to effect transformation of perspectives on race, ethnicity, class, religion, ability, lifestyle, differing cultural experiences, and world view. Leaders have the responsibility to understand power and privilege and work with others who have less to promote equality and social justice. This course gives participants the opportunity to explore this potential and through life experiences, case studies, and current literature to assess personal leadership styles and attitudes toward diversity and intercultural competence. Students will develop well articulated positions and strategies for shaping a just response to personal, organizational, and global issues surrounding leadership and diversity.
Objectives
a. Reflect on your life history to become aware of the forces shaping your personal perspectives on culture and diversity.
b. Gather information to be able to analyze current issues regarding diversity and culture, including race, gender, sexual orientation, physicality, religion, politics, class, power, and privilege.c. Increase your understanding of other cultures by examining the personal, organizational, and global perspectives on leadership and diversity.
d. Develop strategies for just and effective leadership and decision-making regarding diversity and culture.
e. Articulate a personal position on leadership and diversity that incorporates learning’s from class assignments and readings which express values of justice, equality, and fairness for all.
Learning Activities
Diversity is a politically charged and socially sensitive subject. Joining this course implies a willingness to be open and honest in sharing your experiences and to be respectful of others who may have differing or opposing views. You can expect that your values and opinions may not be shared by others. Part of living in a democratic society involves honoring and respecting divergent perspectives. This class presents an important opportunity to grow in the ability to disagree with and yet respect the beliefs and values of others. Growth in understanding and acceptance of the other begins and ends with reciprocity. Learning activities will support and develop this mutuality and strengthen commitment to social justice. In order to create and sustain a safe environment, personal sharing will be shared only within the confines of the class.
Readings/Aim
To gather and explore information for analysis of current issues regarding leadership and diversity. These readings will be viewed through the lenses of personal, organizational, and global leadership perspectives. Be sure to read assigned texts prior to class, as they will serve as a basis for discussion.
Sept. 18 Wise
Oct. 2 Delgado
Oct. 16 Freire
Oct. 23 Adams, et al.
Nov. 6 Morrison
Written Assignments - Aim
To incorporate your interpretation of readings, class discussions, and personal experiences into four papers that will form the basis for the final position paper.In other words, instead of doing the final paper at the end of the class, you will be completing parts of it during the course of the semester as you develop your thought and ideas about leadership and diversity.
Papers
Sept. 18 Personal Perspective
Oct. 2 Case Study
Oct. 16 Organizational Perspective
Nov. 6 Global Perspective
November 20 Position Papers
(Guidelines for each paper will be given to you at the first class).
Presentations – Aim
To share your Global Perspective with regard to Leadership and Diversity (addressed in your fourth paper), which highlights a pressing global issue, and the interaction of various systems (i.e. political, cultural, communication, ecological, economic, fiscal). This concludes with your reflection of promising outcomes and implications for leadership.
Required Reading
Adams, W., Blumenfeld, W. et al. (2000) Readings for diversity and social justice. Routledge ISBN 0-4159-2633-5
Delgado, R. & Stefancic, J. (2001) Critical race theory. New York: NYU Press. ISBN 0-8147-1931-7
Freire, P. (2003) Pedagogy of the oppressed. New York: Continuum. ISBN 0-8263-1276-9Morrison, A. (1996) The new leaders: Leadership diversity in America. San Francisco, CA: Jossey-Bass. ISBN 0-7879-0184-9
Wise, T. (2005) White like me: Reflections on race from a privileged son. Brooklyn, NY: Soft Skull Press. ISBN 1-932360-68-9
Calendar of Events (To be developed)
| Date | Content | Presenter/Media | Due |
| Sept. 4 | Introductions Course Syllabus Expectations: Diversity will be seen through the perspective of the Leader and the Personal, Organizational, and Global Systems Definitions Privilege World view/ Cultural Lens | And we stayed… Mirrors of privilege: Making whiteness Visible
| Come forth with an open mind |
| Sept. 18 | Theory to Practice: Personal Narratives | Presenter: DaVina Hoyt The way home
| Read Wise Paper: Personal Perspective |
| Oct. 2 | Relate Delgado to Case History | The color of fear | Read Delgado Paper: Case Study Perspective |
| Oct. 16 | Relate Freire to Organizational Perspective | Hopes and dreams | Read Freire Paper: Organizational Perspective |
| Oct 23 | Relate Adams et. al. to Case History Ability | But words do hurt…. | Read Adams, et, al. |
| Nov. 6 | Summary of readings Theory to Practice |
| Read Morrison Paper: Global Perspective |
| Nov. 2o | Presentations Practical Applications |
| Position Papers Due |
| Dec. 4 | Hopeful conclusions Diversity in leadership: The Leader and Personal System The Leader and Organizational System The Leader and Global System Evaluations |
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References
Angelou, M. (1995) A Brave and Startling Truth New York: Random House.
Berger, J. (1972) Ways of seeing. London: Penguin Books Ltd.
Bennett, CI. (1995) Comprehensive Multicultural Education: Theory and Practice. Boston, MA: Allyn & Bacon.
Cajete, G. (1994) Look to the Mountain: An Ecology of Indigenous Education. Durango, CO: Kivaki.
Canino, I.A. & Spurlock, J. (1994) Culturally diverse children and adolescents: Assessment, Diagnosis & Treatment. NY: The Guilford Press.
Covey, S.R., Merrill, R.A. & Merrill, R.R. (1994) First things first. New York; Simon & Shuster.
Finazzo, D.A. All for the Children: Multicultural Essentials of Literature. Albany, NY: Delmar.
Freire, P. (2003) Pedagogy of the oppressed. New York, NY: Continuum.
Fulani, L. (1988) The Psychopathology of Everyday Racism & Sexism. New York: Harrington Park.
Garbarino, J. (1995) Raising children in a socially toxic environment. San Francisco, CA: Jossey Bass.
Gardiner, H.W., Mutter, J.D, Kosmitzki, C. (1998) Lives across cultures: Cross cultural human development. Boston: Allyn & Bacon.
Goffman, E. (1963) Stigma: Notes on the management of spoiled identity. NY: Simon & Schuster.
Grant, C.A. & Sleeter, C.E. (1989) Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, & disability. New York, NY: Merrill.
Greenleaf, R.K. (1977) Servant leadership: A journey into the nature of legitimate power and greatness. Mahwah, NJ: Paulist Press.
Heifetz, R.A. (1994) Leadership without easy answers, Cambridge, MA: Harvard University Press.
Loeb, P.R. (1999) Soul of a citizen: Living with conviction in a cynical time. New York: St. Martin’s Griffin.
Mindell, A. (1995) Sitting in the fire: Large group transformation using conflict and diversity. Portland, OR: Lao Tse Press.
Rosenblum, K. & Travis, T. (2000) The meaning of difference: American constructions of race, sex and gender, social class, and sexual orientation. Boston, BC: McGraw Hill.
Spring J. (2004) The intersection of cultures: Multicultural education in the United States and the global economy. 3rd Edition. Boston, MA: McGraw Hill.
Werner, E.E. & Smith. R.S. (1992) Overcoming the odds: High risk children from birth to adulthood. Ithaca, NU: Cornel University Press.
Wlodkowski. R.J. Ginsberg, M.B. (1995) Diversity and motivation: Culturally responsive teaching. San Francisco, CA: Jossey Bass.
