International Family Studies

Abstract

* About the Editor * Contributors * Preface * PART I: INTERNATIONALIZING THE CURRICULUM * Chapter 1. Internationalizing Family Science Programs: A Spherical Expansion of Inclusive Perspectives (Shi-Ruei Sherry Fang, Teresa McDowell, and Christina Holland) * Educational Institutions and Family Studies Programs * Faculty Engagement and Development * Case Example: Developing Faculty Multicultural Competence * Research * Teaching Practices and Curriculum * Case Example: Discovering International Influences * Student Body * Case Example: Dialogue Group * Conclusion * Chapter 2. Cultural Lessons in Sexuality: Comparison of Parent-Child Communication Styles in Three Cultures (Carol Anderson Darling and Stacy N. Howard) * Costa Rica * Finland * United States * Teaching Methodology * Research Methodology * Results * Discussion * Chapter 3. How Big Is the Penguin?: Designing and Teaching a Course in Comparative Family Policy (Steven K. Wisensale) * The Academic Setting * Objectives and Course Content * Classroom Exercises * The Selection and Use of Learning Materials * Course Projects * Grading and Evaluating Students * Measuring Pedagogical Effectiveness * Suggestions and Guidelines * Chapter 4. Breaking Down Cultural Barriers: An Evaluation of Cultural Competence Training for Family, Youth, and Community Science Educators (Lisa A. Guion and Lamont A. Flowers) * Background * Cultural Competence * Building Cultural Competence * Training Evaluation Methodology * Results * Conclusion * Chapter 5. The Cultural Transformation Model: Promoting Cultural Competence Through International Study Experiences (Sylvia M. Asay, Maha N. Younes, and Tami James Moore) * Research Strategy * The Cultural Transformation Model: Phases I-V * Discussion * Conclusion * Chapter 6. Global Ecology Instructional Model: An Application for the Study of Families in an International Context (Mozhdeh B. Bruss, Barbara J. Frazier, and Eileen Buckley) * Background * Purpose * Context * Theoretical Foundations * Learning Objectives * Learning Activities * Critical Elements of the GEI Model * Model Outcomes * Chapter 7. The Fulbright Programs Model for Teaching and Learning About International Families (Maria E. Canabal) * Fulbright Scholar Program * Fulbright Educational Partnership Program * Discussion and Recommendations * Appendix: Participants' Report * Chapter 8. Teaching Family Sciences in Ecuador (Paul L. Schvaneveldt and Bron Ingoldsby) * Case Example: Casa Grande * Human Ecology * The Curriculum * Discussion * PART II: TEACHING TOOLS AND TECHNIQUES * Chapter 9. Teaching About Ethnic Families Using Student Group Presentations (Sylvia Niehuis) * Purpose, Objectives, and Rationale * Procedure * The Teaching Strategy's Effectiveness * Conclusion * Chapter 10. Affirmation Book Project: Impacting Diversity, Literacy, and Collaboration (Melinda K. Swafford, Rebekah A. Thomas, and Sue Bailey) * Purpose, Objectives, and Rationale * Procedure * Assessing Effectiveness * Conclusion * Chapter 11. Creating an Electronic Portfolio to Integrate Multiculturism in Teaching Family Economics (Anita M. Subramaniam) * Purpose, Objectives, and Rationale * Procedure * Examples * Assessing Student Performance * Chapter 12. Communicating Across Preferences: A Comparative Family Systems Example (Ann Creighton-Zollar) * Purpose, Objectives, and Ratio