Child Studies Department

Professor Emerita: Barbara M. Burns, Eleanor W. Willemsen

Associate Professor: Omar Davila, Jr., Brett J. Solomon (Chair)

Assistant Professors: Brita Bookser, Jane Jeong

Teaching Professor: Elizabeth Day

The Child Studies (CHST) major is designed for undergraduates interested in careers working with children and families in school or community settings. The curriculum encompasses a social-justice, anti-racist, and cultural competence perspective, all constructs that are critical for 21st century child advocates. As a complement to the curriculum, CHST majors work extensively with children and families in local schools and community-based programs. Our faculty is committed to addressing the myriad issues affecting marginalized populations: education policy, the pre-school to prison pipeline, socio-emotional processes, political dynamics, community organizing, institutional change, and so much more. CHST majors earn a Bachelor of Science degree and are prepared to matriculate to graduate studies in fields such as teacher education, social work, counseling, psychology, law and more. CHST advisors can provide information about teaching credential programs and many other vocations requiring further graduate or professional school education. Our CHST alumni pursue careers in social work, teaching, counseling, family law, speech and language pathology, occupational therapy, or nonprofit agencies that provide community services to children and families.

Requirements for the Major

In addition to fulfilling undergraduate Core Curriculum requirements for the bachelor of science degree, students majoring in child studies must complete the following program requirements:

CHST 3, 4, 5, 6, 11, 12, 75, 100, 101, 102, 104, 106 (ELSJ), 180, 181, 182
PSYC 2, 185 (ELSJ)
One elective selected from: CHST 66, 109, 114, 115, 154Y, 138 (recommended), 190, 199; ENVS 131; PSYC 134, 172

Lower-Division Courses

3. Child Studies

Designed to cultivate critical awareness, thinking, and action with respect to children and families in schools and broader communities. The course fosters an understanding of social justice issues related to children and youth in schools and communities, historical movements and organizational structures within education, and the emerging professions of child studies. (4 units)

4. Cultural Competence and Humility with Children and Families

Cultural humility involves the lifelong, ongoing critical development of awareness, attitudes, knowledge, and skills that create supportive and transformative interactions when working with children and families within diverse environments. This course is designed to cultivate knowledge of self and others while also promoting a formative anti-oppression framework. Through readings, films, discussion, and trainings, we will devote ourselves to the rigorous examination of power and oppression toward the pursuit of social justice with children and families. (4 units)

5. Compassionate Leadership and Mindfulness

Explores current research on how mindfulness (cultivating self-awareness and relational-awareness) leads to essential workplace leadership competencies such as: leading courageous conversations, managing conflict and emotions, and developing resilience in challenging situations. Students analyze how mindfulness programs impact the role businesses and public organizations (e.g., schools, prisons) play in civic life. (4 units)

6. Anti-Racist & Decolonial Praxis in Early Childhood Contexts

Children witness and make meaning of racialization and racialized inequity in society. Grounded in transdisciplinary theories and research, this course (1) examines racialized inequity in the context of early childhood, and (2) applies an array of community-led, anti-racist, and decolonial praxis frameworks toward early childhood equity, accessibility, inclusion, belonging, and thriving in domains such as early care and education, health, housing, and the environment. (4 units)

11. Quantitative Research Methods and Statistics in Child Studies

An introduction to research methods and exploratory data analysis, descriptive statistics, probability, sampling, estimation, and statistical inference. Work problems are focused on how statistics are used in evaluating and understanding questions about children in school and community settings. Statistical software is required for the course and will be accessible through university computers and/or a university license. PSYC 51 satisfies the CHST 11 major requirement for CHST/PSYC double-majors. (4 units)

12. Qualitative Research Methods in Child Studies

An introduction to qualitative research methods and analysis of discourse, context, and the social construction of truth. Focus is on research questions related to evaluating and understanding familial, social, and political issues related to children. Emphasis is on the production of knowledge, interpretive frameworks, and research design. (4 units)

66. Movement Education

An exploration of movement as a primary site of learning and meaning-making for children and youth. Students learn how to facilitate learning in the conceptual/cognitive, affective/socio-emotional, and psychomotor/kinesthetic domains, and reflect critically on the teaching process. Course culminates in student-led collaboratively designed lessons taught to children from neighboring K–8 schools. (4 units)

75. Science, Technology, and Educational Innovation

Examines the relationship between scientific advancement, technological innovation, and K-12 educational reform in America. Students analyze contemporary challenges including AI integration, virtual reality, social media impacts, and cyberbullying while developing critical perspectives on exploring the appropriate role of technology in education. The course emphasizes how thoughtfully integrated technologies can address educational inequities and transform learning environments for an increasingly digital generation. (4 units)

Upper-Division Courses

100. Advanced Writing for Research in Social Sciences

Explores quantitative and qualitative social science research on children, youth, and families, with a focus on the relationship between a research problem, the exploration of that problem, and the inferences that can be drawn from empirical inquiry. Students engage in close readings of scholarly articles while planning and participating in lessons to support collective learning. Emphasis on the development of skills in social science writing for academic audiences. Prerequisites: CTW 1, 2, CHST 11, (or PSYC 51 for double PSYC majors) and CHST 12. (5 units)

101. Early Childhood, Family and Community

This advanced lab course explores identity development in early childhood and how young children’s sense of self is shaped by family, school and community contexts. The course provides students with practical experience to promote nurturing and supportive learning environments in early childhood settings. During weekly lab experiences, students employ specific curriculum tools, including storybook sharing, persona dolls, and extended play experiences, which are designed to support young children’s understanding of the dimensions of human differences, including culture, race, language, gender, socioeconomic, and family structure. Students have opportunities to apply social science research skills of observation, recording, documentation, analysis and reflection as they complete written case studies based on storybook sharing activities guided by principles of Anti-Bias Education in Early Childhood.

Prerequisite: CHST 11 (or PSYC 51 for double PSYC majors), 12, 100. Recommended: PSYC 185 ELSJ . (5 units)

102. Middle Childhood, Family and Community

This course offers a comprehensive, interdisciplinary examination of the transition from early childhood through the onset of adolescence, generally encompassing the years between ages 5 and 12. This period, often termed "middle childhood," is a dynamic phase marked by profound physical, cognitive, social, and emotional growth. While children in this age bracket are frequently characterized by their burgeoning independence, the refinement of motor skills, and the acquisition of cognitive "logic" (the concrete operational stage), this course argues that their development is not a solitary, linear progression. Instead, it is an intricate process inseparable from the nested systems of family, school, community, and global society, a framework consistent with ecological systems theory. Prerequisite: CHST 11 (or PSYC 51 for double PSYC majors), 12 & 100. (5 units)

104. Advocacy for Children

106. Urban Education and Multiculturalism

This course explores the social and political forces shaping inequality in urban schools and beyond. Special attention is paid to the role of US institutions, political ideologies, and historical events, as we examine the way unequal structures produce unequal outcomes. The course also delves into philosophical reflections on education policy, neoliberalism, standardized testing, tech in education, the social construction of merit, and much more. Last, students will dare to imagine otherwise, exploring the myriad possibilities for structural change and a world where inequality and injustice no longer exist. This course requires participation in community-based learning experiences off campus. Fulfills Diversity and ELSJ requirements. (5 units)

109. Children, Art, and Society

An investigation of the role of art and creativity in human development, identity formation, cultural expression and social justice issues. The course covers the personal and societal impact of providing access to high quality arts experiences in all schools and programs serving children youth and families. Topics include methods for developing curiosity and critical and integrative thinking through hands-on arts experiences in the visual and performing arts, as well as curriculum design in the arts that benefits speakers of English as a second language. Students will engage with contemporary research, legislation and advocacy efforts on behalf of the arts, and enliven their own personal, disciplined creative processes. (5 units)

114. Parenting

Investigates parent-child relations from infancy through early adulthood with an emphasis on the social, cultural, and environmental forces that have an impact upon family dynamics. Reviews current research on parenting styles and practices, discipline, parent-child interactions, attachment, and the family context with an emphasis on professional implications for promoting local and global child health and well-being. (5 units)

115. Special Topics: International Internship/Study

Topics may vary. (1–5 units)

154Y. Media and Youth

Cross-listed with COMM 154Y. For course description, see COMM 154Y. (5 units)

138. Dis/ability & Childhood

An introduction to childhood mental, intellectual, and developmental processes. We examine how education, medical, and governmental institutions represent and address what are commonly referred to as “behavior disorders,” “communication (speech and language) disorders,” “hearing impairments,” “physical and health impairments,” “severe disabilities,” and the “gifted and talented.” We place special emphasis on the social, political, and historical processes shaping notions of competency, dis/ability, and giftedness. This course requires participation in community-based learning experiences off campus. (5 units)

180. Internship in Child Studies

The Internship in Child Studies course provides students with an opportunity to gain experience that supports their career development as they work in schools and community settings that support children, youth and families. Students apply their knowledge to authentic circumstances while exploring what it means to live and work in solidarity with children, youth and families. In addition, students strengthen their ability to “walk in accompaniment” thoughtfully, sensitively, and respectfully with communities experiencing economic, social, and/or political marginalization or oppression. Prerequisite, Child Studies major; CHST 100. Recommended to complete prior to CHST 181 & 182. (5 units)

181. Senior Capstone I

This course involves developing an original research project relevant to child studies. Students will engage in technical and systematic research processes, including reviewing literature, developing a research question, and designing a study. Pre-requisites: senior status, CHST 100; Recommended: CHST 180. (5 units)

182. Senior Capstone II

This course involves continuing an original research project relevant to child studies. Students will engage in technical and systematic research processes, including data collection, analysis, synthesis, and dissemination activities. Pre-requisites: senior status, CHST 181; Recommended: CHST 180. (5 units)

190. Resilient Families

A community-engaged guided research experience focused on promoting well-being and resilience in children and families. Fifty hours of research for 1 credit. May be repeated for credit. Permission of instructor required. P/NP only. (1–2 units)

196. Future Teachers Project Seminar

A seminar addressing education and the teaching profession for students participating in the Future Teachers Project (FTP). This program has a three-fold purpose: (1) offer students opportunities to take part in scholarly research and the production of knowledge, with special attention to urban contexts, (2) organize in-class discussions regarding the nexus of educational inequality, politics, and resistance movements, and (3) hold workshop sessions to increase the competitiveness of FTP scholars for graduate school, as they apply for fellowships, scholarships, and internships. May be repeated for credit. Please note this class is only for students who were admitted into the Future Teachers Project. (1 unit)

199. Directed Reading/Directed Research

Independent study or supervised research project with a faculty sponsor from CHST. Requires a written proposal and approval by both the faculty sponsor and the CHST program director. Proposal for enrollment is due before finals week of the previous quarter. P/NP only. (1–5 units)