22W-PUB AFF-80-LEC-1 How Social Environments Shape Human Development

PUBAFF 80 – How Social Environments Shape Human Development

Downloadable PDF Syllabus

 Download PDF syllabus

Course Information

Four units.

TR 2:00 pm – 3:15 pm

Mathematical Sciences 5200

Prof. Ian Holloway 

Lecture, four hours; discussion, one hour. Overview of major theoretical, conceptual, and empirical traditions in study of human development. Exploration of how diverse cultural, social, socioeconomic, and historical contexts interact with biological, cognitive, and psychological processes to affect individuals during key developmental periods (such as early childhood, childhood, adolescence, early adulthood, and late adulthood). Topics may include historical changes in families, schools, neighborhoods, and workplace; economic conditions of families, schools, and neighborhoods; enduring effects of childhood on adult well-being; and impact of ascribed characteristics such as gender, race, and nationality on individuals’ environments, pathways, and outcomes. Letter grading.

Prerequisites

None. 

Course Materials

Required Textbook

Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. 

Course Resources

Technical Requirements

Browsers

You will need to use a browser as your primary method of accessing this course. The Canvas mobile apps should only be used as a supplement. To learn about browser compatibility with Canvas, visit the Supported Browsers page.

Learning Outcomes

Course Outcomes

1. Critically evaluate theories on human development and articulate the strengths and limitations of these theories in explaining the human condition within an ecological context. 
2. Understand how different contexts, institutions, and/or social environments influence individual and public life and can create, exacerbate, or reduce inequality, oppression, and injustice. By highlighting diversity in social environments, this course encourages students to reconsider their preconceived notions of the self and others.
3. Demonstrate familiarity with economic, political, and/or community responses to social problems and the ways in which these community responses foster resilience among groups at the intersection of multiple vulnerabilities.
4. Demonstrate the ability to craft clear and convincing arguments about complex social issues while cultivating awareness and validation for diverse perspectives of community stakeholders.
5. Learn to locate, use, and think analytically about quantitative and qualitative evidence for understanding societal problems and/or their solutions in order to develop critical and reflective perspectives on diversity and inequality within domestic and/or global spheres.

Course Policies

Grade Calculation

If you would like to calculate your grade, use Canvas‘ What-If Grades feature.  What are What-If Grades?

Grade Distribution

Letter Grade Scheme

P-NP Grading

Late Submissions

Exams that are handed in late will be marked down one full letter grade for every 24 hours they are late.

University Policies

Academic Integrity

UCLA is a community of scholars. In this community, all members including faculty, staff and students alike are responsible for maintaining standards of academic honesty. As a student and member of the University community, you are here to get an education and are, therefore, expected to demonstrate integrity in your academic endeavors. You are evaluated on your own merits. Cheating, plagiarism, collaborative work, multiple submissions without the permission of the professor, or other kinds of academic dishonesty are considered unacceptable behavior and will result in formal disciplinary proceedings usually resulting in suspension or dismissal. See the Dean of Students website for more information.

[source: Dean of Students syllabus statement (syllabus) ] 

Accommodations for Students with Disabilities:

If you are already registered with the Center for Accessible Education (CAE), please request your Letter of Accommodation in the Student Portal. If you are seeking registration with the CAE, please submit your request for accommodations via the CAE website. Students with disabilities requiring academic accommodations should submit their request for accommodations as soon as possible, as it may take up to two weeks to review the request. For more information, please visit the CAE website , visit the CAE at A255 Murphy Hall, or contact us by phone at (310) 825-1501.

[source: Center for Accessible Education (Faculty Questions) ]

Resources for Students

UCLA provides resources if you are feeling overwhelmed and need personal and/or academic assistance.

Please see the Red Folder REV2020 web for more information.

Title IX

Advocacy and Confidential Services

Please note that Title IX prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking.  If you have experienced sexual harassment or sexual violence, you can receive confidential support and advocacy at the CARE Advocacy Office for Sexual and Gender-Based Violence, 205 Covel Commons, Los Angeles, CA, 90095, care@careprogram.ucla.edu, (310) 206-246 5.  Counseling and Psychological Services (CAPS) provides confidential counseling to all students and can be reached 24/7  at (310) 825-0768.  

Reporting and Non-confidential Services

Your professor is required under the UC Policy on Sexual Violence and Sexual Harassment to inform the Title IX Coordinator should he become aware that you or any other student has experienced sexual violence or sexual harassment. In addition, You can also report sexual violence or sexual harassment directly to the University’s Title IX Coordinator, 2255 Murphy Hall, titleix@equity.ucla.edu , (310) 206-3417. Reports to law enforcement can be made to UCPD at (310) 825-1491. 

Course Schedule

Week 1                                                                                                          Jan 4 & 6  

Topics: Introduction to Human Development and Environment

• Introduction to the course; review syllabus, and assignments

Required Readings Tuesday January 4 

1. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. The American Psychologist, 32(7), 513-531. (Read only pp. 513-515) 

Required Readings Thursday January 6 

1. Andersen, M.A & Collins, P.A. (2016). Race, class and gender: An anthology, 9th ed.  Boston, MA: Cengage Learning (Read pp. 1-14, Why race, class and gender still matter) 

Watch Ted Talk by Kimberlé Crenshaw: “The Urgency of Intersectionality”

Week 2                                                                                                                 Jan 11 & 13 

Topics: Early Developmental Theory 

• Overview of human development in context 
• Early developmental theories and contemporary perspectives on human development and their importance within family, education, health and social policy contexts

Required Readings Tuesday January 11

1. Attachment, Self-Concept, Self-Esteem, and Empowerment (Zastrow pp. 135-140)
2. Jean Piaget’s Theory of Cognitive Behavior (McLeod pp. 1-9)

Required Readings Thursday January 13

1. Freud, Neo-Freudians, Feminist Conceptual Frameworks (Zastrow pp. 106-115)
2. Erikson psychosocial development (Zastrow pp. 314-318) 

Week 3                                                                                                                 Jan 18 & 20  

Topics: Infancy/Early Childhood & Parenting 

Guest Lecture: Jihyun Oh, Department of Social Welfare (Thursday) 

• First Five
• Social context of and defining family (grandparents raising grandchildren, LGBTQ families) 
• Working parents/family leave 
  • Childcare use and its impacts on child development 
  • The basics of the U.S. childcare system

Required Readings Tuesday January 18 

1. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of pediatrics, 223, 188–193.
2. Patrick, S.W., Henkhaus, L.E., Zickafoose, J.S., Lovell, K. Halvorson, A., Loch, S., Letterie, M., Davic, M.M. (2020). Well-being of parents and children during the COVID-19 Pandemic: A national survey. Journal of the American Academy of Pediatrics, 146(4), 1-8.

Optional Reading 

1. Manship, K., Quick, H., Burhan, O., Holod, A., de los Reyes, I.B., Anthony, J. (2017). A research brief from the study of California’s transitional kindergarten program.American Institutes for Research, 1-7.

 Required Readings Thursday January 20 

1. Ryan, C. (2009). Helping families support their lesbian, gay, bisexual, and transgender (LGBT) children. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development. 
2. Meadow, T. (2011). ‘Deep down where the music plays’: How parents account for childhood gender variance. Sexualities, 14(6), 725-747. 

Optional Reading 

1. Andersen, M.A & Collins, P.A. (2016). Race, class and gender: An anthology, 9th ed.  Boston, MA: Cengage Learning (Read chapter 37, pp 307-313, Exploring the intersections of race, ethnicity and class on maternity leave decisions)

🗐 Reflection Questions (#1) – Due January 20 by 11:59pm on BruinLearn

Week 4                                                                                                           Jan 25 & 27  

Topics: Middle Childhood – Attachment and Education

Guest Lecture, Stephanie Kathan, Department of Social Welfare (Thursday)  

• Middle Childhood and Family 
• ACES and PACES 
• Policy and human development
  • Immigration policy and separation of families  
  • No Child Left Behind 

Required Readings Tuesday January 25 

1. Erikson, E. (1974). In search of common ground. New York: W.W. Norton & Company. (Read pages 23-43)
2. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 1 (pp. 1- 11) 

Required Readings Thursday January 27

2. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 2 (pp. 21- 41) 
3. Dee, T. S., & Jacob, B. (2011). The impact of No Child Left Behind on student achievement.  Journal of Policy Analysis and Management, 30, 418-446. 

Watch Ted Talk by Nadine Burke-Harris: “How Childhood Trauma affects Health across a Lifetime”

Optional readings 

1. Andersen, M.A & Collins, P.A. (2016). Race, class and gender: An anthology, 9th ed.  Boston, MA: Cengage Learning (Read chapter 19, pp. 157-163, Living “Illegal”: The human face of unauthorized immigration). 

2. Goldman, T. (2020). While pro and college athletes fight through a pandemic, kids have a tougher path. NPR. https://www.npr.org/2020/11/16/935235682/while-pro-and-college-athletes-fight-through-a-pandemic-kids-have-a-tougher-path

Week 5                                                                                                                     Feb 1 & 3 

Topics: Society and Adolescence

Guest Lecture, Natalie Fensterstock, Department of Social Welfare (Thursday)  

• Brain development and adolescence 
• Puberty & Body Image 
• Adolescent Identity Development 

Required Readings Tuesday February 1

1. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 3 (pp. 42- 62) 
2. Ashmore, R. D., Deaux, K., & McLaughlin-Volpe, T. (2004). An organizing framework for collective identity: Articulation and significance of multidimensionality. Psychological Bulletin, 130, 80-114. doi: 10.1037/0033-2909.130.1.80 

Optional Readings 

1. Markey, C. N. (2010). Invited commentary: Why body image is important to adolescent development
2. Caron, C. (2018). Transgender girl, 12, is violently threatened after Facebook post by classmate’s parent. New York Times. https://www.nytimes.com/2018/08/15/us/transgender-oklahoma-school-bullying.html

Required Readings Thursday February 3 

1. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 4 (pp. 65- 89) 
2. Garcia, E., Weiss, E. (2020). COVID-19 and student performance, equity, and U.S. education policy. Economic Policy Institute.

Watch Ted Talk by Adriana Galvan: “Insight into the Teenage Brain”

🗐 Reflection Questions (#2) – Due February 3 by 11:59pm on BruinLearn

Week 6                                                                                                           Feb 8 & 10

Topics: Community & the Path to Young Adult Development 

Guest Lecture: Laura Abrams, Department of Social Welfare (Thursday)

• Black Lives Matter  
• Family, Racial Socialization and Self-efficacy 

Required Readings Tuesday February 8 

1. Models for Change: Policy Brief: Assuring the Future of Developmental Reform in Juvenile Justice 
2. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 5 (pp. 90- 119) 

Required Readings February 10 

1. Noble S. (2014) Teaching Trayvon. Journal of Black Studies and Research, 44, 12-29
2. Rollins, A., & Hunter, A. G. (2013). Racial socialization of biracial youth: Maternal messages and approaches to address discrimination. Family Relations, 62(1), 140-153. 

Optional Reading 

1. Stumblingbear-Riddle, G., & Romans, J. S. (2012). Resilience among urban American Indian adolescents: exploration into the role of culture, self-esteem, subjective well-being, and social support. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, 19(2), 1-19. 

🗐 Exam Set 1 – Due February 12 by 11:59pm on BruinLearn 

Week 7                                                                                                                  Feb 15 & 17 

Topics: The Social Frame of Emerging Adulthood

Guest Lecture: Chenglin Hong, Department of Social Welfare (Thursday) 

• Intersectionality 
• Medication vs. Substance use 

Required Readings Tuesday February 15

1. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. 
2. Crenshaw (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43, No. 6, pp. 1241-1299. Read pages 1241- 1250, including footnotes on these pages. 

Optional Readings 

1. Cohen, H. (2015). How white users made heroin a public health problem. The Atlantic. https://www.theatlantic.com/politics/archive/2015/08/crack-heroin-and-race/401015/

Required Readings Thursday February 17

1. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 6 (pp. 120-147) 
2. Rosenberg, J., Robles, S., Augustin-Mendez, M.O., Cathell, E., Casasola, A. (2020). What happens to a dream deferred? Identity formation and DACA. Hispanic Journal of Behavioral Sciences, 42 (3), 275-299.

Week 8                                                                                                                  Feb 22 & 24 

Topics: Health and Mental Health in Adulthood 

Guest Speaker: Ana Joanes, Director of Wrestling Ghosts (Tuesday)

• Stress, Trauma and Health 
• “Mid-life Crisis” 
• Work and identity development 

Required Readings Tuesday February 22 

1. Steinberg, L., Chung, H. L., & Little, M. (2004). Reentry of young offenders from the justice system: A developmental perspective. Youth Violence and Juvenile Justice, 2(1), 21-38.
2. Holloway, IW et al. (2021)Associations Between Physical Distancing and Mental Health, Sexual Health and Technology Use Among Gay, Bisexual and Other Men Who Have Sex With Men During the COVID-19 Pandemic, Journal of Homosexuality, 68:4, 692-708

Optional Readings 

1. Mohatt, N. V., Thompson, A. B., Thai, N. D., & Tebes, J. K. (2014). Historical trauma as public narrative: A conceptual review of how history impacts present-day health. Social Science & Medicine, 106, 128-136
2. Thoits, P. A. (2010). Stress and health: Major findings and policy implications. Journal of Health and Social Behavior, 51(1_suppl), S41-S53. 

Required Readings Thursday February 24 

1. Wong, L. P., Awang, H., & Jani, R. (2012). Midlife crisis perceptions, experiences, help seeking, and needs among multi-ethnic Malaysian women. Women & health, 52(8), 804-819.
2. Saguy, A. C., & Gruys, K. (2010). Morality and health: News media constructions of overweight and eating disorders. Social Problems, 57(2), 231-250.

Week 9                                                                                                                  March 1 & 3

Topics: Older Adulthood 

• Social isolation 
• Sexuality and older age 
• Rural older populations 

Required Readings Tuesday March 1 

1. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 7 (pp.  148-172) 
2. Rheaume, C., & Mitty, E. (2008). Sexuality and intimacy in older adults. Geriatric Nursing, 29(5), 342-349. 

Optional Readings 

1. Yoon, D. P., & Lee, E. K. O. (2006). The impact of religiousness, spirituality, and social support on psychological well-being among older adults in rural areas. Journal of Gerontological Social Work, 48(3-4), 281-298. 

Required Readings Thursday March 3

1. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 9 (pp.  186-205). 
2. Pantell, M., Rehkopf, D., Jutte, D., Syme, S. L., Balmes, J., & Adler, N. (2013). Social isolation: a predictor of mortality comparable to traditional clinical risk factors. American Journal of Public Health, 103(11), 2056-2062. 

🗐 Exam Set #2 – Due March 5 by 11:59pm on BruinLearn

Week 10                                                                                                              March 8 & 10

Topics: Macro Systems and Development; Inequality and Development 

Guest Lecture: Laura Liévano-Karim, Department of Social Welfare (Tuesday) 

• Institutions 
• System involved youth; The State as Parent 
• Health Inequalities and Race
• State Violence and Race
• Course Wrap-up 

Require Readings Tuesday March 8

1. Scannapieco, M., Connell-Carrick, K., & Painter, K. (2007). In their own words: Challenges facing youth aging out of foster care. Child and Adolescent Social Work Journal, 24(5), 423- 435. 
2. Wilkerson, I. (2020). A Long-Running Play and the Emergence of Caste in America. In Caste: The Origins of Our Discontents (pp. 39–54). Random House.

Optional Readings 

1. Geller, A., Garfinkel, I., Cooper, C. E., & Mincy, R. B. (2009). Parental

incarceration and child well‐being: Implications for urban families. Social Science Quarterly, 90(5), 1186- 1202. 

2. Phelan, J., Link, B., & Tehranifar, P. (2010). Social Conditions as Fundamental Causes of Health Inequalities: Theory, Evidence, and Policy Implications. Journal of Health and Social Behavior. 51:S28-S40.


Required Readings Thursday March 10

1. Abrams, L. S. & Terry, D. (2017). Everyday desistance: The transition to adulthood among formerly incarcerated youth. Newark, NJ: Rutgers University Press. Read Chapter 8 (pp.  173-185). 
2. Oppel Jr.A., Gebeloff, R., Lai, K.K.R., Wright, W., Smith, M. (2020). The Fullest Look Yet at the Racial Inequity of Coronavirus. The New York Times. https://www.nytimes.com/interactive/2020/07/05/us/coronavirus-latinos-african-americans-cdc-data.html

Optional Readings

1. Neighmond, P. (2020). Change can happen: Black families on racism, hope, and parenting. National Public Radio. https://www.npr.org/sections/health-shots/2020/07/19/891517857/change-can-happen-black-families-on-racism-hope-and-parenting
2. Jensen, L. A. (2011). Navigating local and global worlds: Opportunities and risks for adolescent cultural identity development. Psychological Studies, 56(1), 62-70.
3. Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New directions for Youth Development, 2002(96), 27-46. 

Listen to Dr. Chandra Ford and Dr. Bita Amani on the Coronavirus and its Impact on Communities of Color

**Final Exam Distributed 3/10** 

🗐 All Extra Credit due March 12 by 11:59pm to TA emails

Finals Week                                                                                                                       

🗐 Final Exam Due by 3/18 at 6pm via BruinLearn

Modules

Course content is divided into modules that run from Monday at 12:01am through Sunday at 11:59pm US Pacific Time (UTC-08:00). Due dates are communicated within each Assignment tool.

Changes to the course schedule may occur and will automatically be reflected in the Course Summary section below.