Students will:
- describe the historical* and contemporary societal factors that shape the development of individual and group identity involving race, class, and gender;
- analyze the role that complex networks of social structures and systems play in the creation and perpetuation of the dynamics of power, privilege, oppression, and opportunity;
- apply the principles of rights, access, equity, and autonomous participation to past, current, or future social justice action; and
- demonstrate an understanding of the ethical dimensions of information use, creation, and dissemination (information literacy)
Glossary
Access: The ability to enter or approach an opportunity (World Learning)
Autonomous Participation: Having the right or power of self-governance; independence and freedom from social control.
Diversity: Diversity refers to group social differences such as race/ethnicity, class, gender, sexual-orientation, gender preferences, country of origin, disability, cultural, political, religious, or other group affiliations.
Equity: Equity refers to fairness and justice and is distinguished from equality. Whereas equality means providing the same to all, equity means recognizing that we do not all start from the same place and must acknowledge and make adjustments to imbalances. The process is ongoing, requiring us to identify and overcome intentional and unintentional barriers arising from bias or systemic structures.
Ethnicity: A social classification used to create a group that holds selected cultural features (like language, or religion) in common. This classification emerges within historical contexts where a distinct social group incorporates into a single political structure and faces unequal treatment. (Lavenda & Schultz, 2021)
Inclusion: Inclusion is the process of creating a working/learning culture and environment that recognizes, appreciates, and effectively utilizes the talents, skills, and perspectives of every employee/student; uses employee/student skills to achieve the institution’s objectives and mission; connects each employee/student to the organization; and encourages collaboration, flexibility, and fairness.
Intersectionality: The notion that institutional forms of oppression organized in terms of factors like race, class and gender are interconnected, shaping the opportunities and constraints upon an individual in any given society.
Opportunity: The space to make something happen (World Learning)
Oppression: The combination of prejudice and institutional power that creates a system that regularly and severely discriminates against some groups and benefits others.
Power: The ability or potential to bring about change through action or influence (Guest, 2018).
Privilege: Unearned benefits that accrue to groups based on their location within a social hierarchy.
Race: A flawed system of classification, with no genetic basis, that uses certain physical characteristics to divide humanity into supposedly discrete groups (Guest, 2018).
Rights: A power or privilege held by the public as the result of a constitution, statute, regulation, judicial precedence, or other type of law.
Social justice: Social justice has several elements; it is fair treatment of all people in a society, including respect for the rights of people who have been marginalized and the equitable distribution of resources among members of a community; it is fairness manifested in society through healthcare, gender equality, reproductive rights, education, employment, and voting; and it imposes personal
responsibility to collaborate with others to design and continually perfect institutions as tools for personal and social development.
Social Structure: The institutions (like family, or the school system) and paterned relationships (with inherent power dimensions) that provide cohesiveness and structure to society. (Haviland, Prins, Walrath & McBride, 2008)
Social systems: the interconnected relationships between social groups and institutions (ex: family, community, organization, campus).
| Learning Outcomes | Exceeds (10-9) | Meets (8.9-8) | Approaches (7.9-7) | Does Not Meet (6.9-0) |
|---|---|---|---|---|
| Intersectionality - Describe the (pre-) historical and contemporary societal factors that shape the development of individual and group identity involving race, class, and gender | Student clearly articulates how key (pre-)historical and contemporary factors shape the development of individual and group identity, and the interconnection between race, class, gender, and other elements of identity. Provides thorough and appropriate context and examples. | Student describes the (pre) historical and contemporary societal factors that shape the development of individual and group identity and the interconnection between race, class, gender, and other elements of identity. Provides some context and examples but they are not always clear or appropriate. | Student describes some (pre-)historical and contemporary societal factors that shape the development of individual and group identity but struggles to articulate the interconnection between race, class, gender, and other elements of identity. Provides little or inappropriate context or examples. | Student describes very basic (pre-)historical and contemporary societal factors that shape the development of individual and group identity but is unable to articulate the interconnection between race, class, gender, and other elements of identity. Provides inappropriate or no context or examples. |
| Social structures - Analyze the role that complex networks of social structures and systems play in the creation and perpetuation of the dynamics of power, privilege, oppression, and opportunity | Student uses evidence-based logical arguments to critically analyze manifestations of power dynamics in social structures and the interplay of variables such as power, privilege, oppression, and opportunity | Student analyzes the role that social structures play in the creation and perpetuation of the dynamics of power, privilege, oppression, and opportunity. Provides relevant and appropriate examples with minor gaps or inaccuracies in reasoning. | Student identifies social structures and how they influence some aspects of the creation and perpetuation of the dynamics of power, privilege, oppression, and opportunity. | Student defines power, privilege, oppression, or opportunity but is unable to connect these concepts or their perpetuation to social structures. |
|
Social Justice - Apply the principles of rights, access, equity, and autonomous participation to past, current, or future social justice action |
Student effectively applies the principles of rights, access, equity, and autonomous participation to past, current, or future social justice action using a coherent approach. | Student applies the principles of rights, access, equity, and autonomous participation to past, current, or future social justice action but there are a few inconsistencies in the approach. | Student describes the principles of rights, access, equity, and autonomous participation but struggles to apply them coherently to past, current, or future social justice action. | Student describes the principles of rights, access, equity, and autonomous participation but does not recognize how these connect to past, current, or future social justice action. |
|
Ethical information use - Demonstrate an understanding of the ethical dimensions of information use, creation, and dissemination |
All information sources are obtained ethically. Sources are appropriately paraphrased, summarized, or quoted with credit given to the original author(s). Tangible products (e.g. papers, video, audio, presentation, etc.) are disseminated in ways that respect both the creator’s rights and the copyrights of the sources consulted. | Most information sources are obtained ethically. Sources are appropriately paraphrased, summarized, or quoted with credit given to the original author(s) most of the time. Tangible products (e.g. papers, video, audio, presentation, etc.) are disseminated in ways that sometimes respect both the creator’s rights and the copyrights of the sources consulted. | Some information sources are obtained ethically. Sources are appropriately paraphrased, summarized, or quoted with credit given to the original author(s) some of the time. Tangible products (e.g., papers, video, audio, presentation, etc.) are disseminated in ways that respect either the creator’s rights or the copyrights of the sources consulted, but not both. | Few information sources are obtained ethically. Sources are not appropriately paraphrased, summarized, or quoted with credit given to the original author(s). Tangible products (e.g. papers, video, audio, presentation, etc.) are disseminated in ways that do not respect either the creator’s rights or the copyrights of the sources consulted. |
Benchmark: 100% of students will meet or exceed standards
Give students a score for each row of the rubric, convert it based on a 100-pt. scale, and sort students into the appropriate category
Example:
| Learning Outcome | Score |
|---|---|
| Intersectionality | 7.9/10 = 79 (Student approaches) |
| Social Structures | 8.3/10 = 83 (Student meets) |