College of Education and Human Development 

Department of Health and Kinesiology 

Division of Health Education 

HLTH 236 Section 599: Race Ethnicity & Health

(Web-based)
January 13th, 2020 – May 5th, 2020

General Information: 
Instructor: Dominique L. Williams, Ph.D.
Phone Number: n/a 
Office Hours: By appointment only 
Email: devoru85@tamu.edu
*For a timely reply, please place “HLTH 236” in the subject
heading for all emails.
**Please send a follow-up email if I do not respond within 24 hours.

Recommended Textbook:
Lois A. Ritter, Donald H. Graham (2013). Multicultural Health (2nd). Jones & Bartlett Learning.

Prerequisites: 
There are no required prerequisites for this course.

Course Scope and Rationale:

Race, Ethnicity, & Health (HLTH 236) course will explore in-depth the racial, ethnic, and cultural
dimensions that underlie health and health disparities. Special attention will be paid to culture, social
economic status, and governmental policies as they influence the adaptation of health practices. The aim
of this course is to introduce students to important health issues that face individuals of different racial
and ethnic backgrounds. This course will address and explore a range of issues related to the health status
of various racial and ethnic groups. This is an introductory health course offered to all undergraduate
students at Texas A&M University. As such, it is designed to provide a broad overview of the issues
relating to health and healthcare access and the influences that these disparities have on the quality
experienced by all persons in the United States. During the semester the course will include topics such as
African American Health, American Indian and Alaskan Native Health, Health Care Access and
Differences in Health, etc.

Learning Outcomes: 
By the end of this course, students will be able to: 
1. Comprehensive overview of the nature, magnitude, and causes of racial/ethnic disparities
in health.
2. Introduction to the many factors that contribute to racial/ethnic disparities in health.
3. Understand basic terms used in the field as well as a basic understanding of the
complexity of the issues that give rise to inequities in the U.S. Health System.
4. Identify critical contexts, complexities, and nuances of race and health.
5. Examine the specific health issues confronting various racial and ethnic groups.
6. Learn health promotion and disease prevention strategies.

1|Page
 7. Identify health services and resources related to disparities.3. Develop a cover letter for a
job application 

Grading and Evaluation

Point Structure: Grading Structure:

Quizzes (13*10) 130pts. 324-360 A
Exams (2*100) 200pts. 288-323 B
Lighting Talk (1*30) 30pts. 252-287 C
216-251 D
Total Points 360pts. ≤ 215 F

Course
Grades:
Course grades are determined by accumulating points earned on quizzes and exams. All due dates for
course work are listed in the timeline at the end of the syllabus and on course website calendar. All work
is due by 11:55pm on the specified due dates.

Quizzes (130pts.; each worth 10pts.):

The 13 online quizzes are designed to help you assess your mastery of module material and to expose you
to the types of questions you may expect to see on the exams. Each quiz has 10 questions and is worth 10
points. You have 15 minutes to complete each quiz and are only allowed one attempt. All online quizzes
must be individual efforts. If you are suspected of completing coursework with another person or within a
group, you will be notified and given the option for adjudication.

The link for each module quiz is located within the module page for which the quiz is associated with.
When you are ready to begin a quiz, make sure that you are selecting the correct quiz that you would like
to take. All of the questions will display on one page once you begin the quiz. To submit your quiz for
grading, click the “Save and submit” button at the bottom of the page. If you encounter any technical
difficulties while taking a quiz, please take a screenshot of the error occurring as evidence for the GA if
you are unable to recover from the error.

When you complete the quiz, only your score is displayed. You may review the quiz questions and your
responses after the quiz due date has passed. If you have any questions about the correct responses, feel
free to contact your GA for clarification.

You are responsible for completing each module quiz no later than 11:55pm on the due date. Remember:
any quizzes can be taken early. Unless you have a university-approved excuse for missing a quiz, no
attempts are allowed after the quiz has closed. All quiz due dates are located in the timeline at the end of
the syllabus and on the calendar on the course website.

Exams (200 pts.; each worth 100pts.):

Exam 1 will cover modules 1 - 7 and is composed of all content included in the lectures, articles, and
video. The exam contains 50 multiple choice, true/false, matching questions. Remember you only have 75
minutes to complete the exam, so you will need to be prepared to complete the exam in that time frame.
Exam dates and times are as follows:

2|Page
Exam 1 will open on Monday, March 2nd, 2020 at 12:00 am CST and will close on Friday, March 6th,
2020 at 11:55 pm CST.

Exam 2 will cover modules 8 - 13 and are designed to assess your mastery of course material. The exam
contains 50 multiple choice, true/false, matching questions. Remember you only have 75 minutes to
complete the exam, so you will need to be prepared to complete the exam in that time frame. Exam dates
and times are as follows:

Exam 2 will open on Monday, April 27th, 2020 at 12:00 am CST and will close on Friday, May 1st,
2020 at 11:55 pm CST.

Lightning Talk (30 pts):

Create a short video of your speaking (3 - 6 minutes) that follows the outline of the Lightning Talk
template provided in the eCampus. You can record your lightning talk video using your smartphone or
laptop. Upon completing video, the student will upload their video to eCampus under the Lightning Talk
Submission Tab.

Depends on your Internet speed, it may take several minutes for finishing uploading the video to
eCampus. Once you hit the submit button, please wait for 5-10 minutes for uploading. If you still
experience technical difficulties, you can upload your video to YouTube and submit the link to eCampus.
If you choose to use YouTube, please make sure the videos privacy settings on YouTube is marked as
unlisted.

The Lightning talk video submission is due on Friday, April 24th, 2020 at 11:55 pm CST.

COURSE POLICIES AND EXPECTATIONS

Communication Expectations
Web-based courses require students to communicate with students, staff, and graduate assistants through
email or online forums, making effective communication crucial to the success of online learning.

Consistent with Academic Rule 61 (Student Email), email is an official means of communication at Texas
A&M University. You must email me from your TAMU email address in order for me to respond to you
regarding any class material or questions. This is a requirement in order to comply with the Federal
Family Educational Rights and Privacy Act (FERPA) regulations from the U.S. Department of Education.
As such, you are expected to follow simple guidelines of professionalism. You should: (a) include a
subject line that is relevant to your message; (b) clearly state your question or concern; (c) use proper
English and complete sentences (no abbreviations and texting-style communications); and (d) include
your name, phone number, and email address.

Student Responsibilities for Electronic Communication: 

It is expected that you will check your TAMU e-mail at least once a day. I often send e-mails to
provide information about the class. It is your responsibility to ensure you receive e-mail
communications from the instructor. If you have your TAMU mail account forwarded to another
account, it is your responsibility to make sure your security settings will allow forwarded
messages to be placed in your inbox. 

Academic Integrity Statement and Policy

3|Page
“An Aggie does not lie, cheat or steal, or tolerate those who do.” For additional information, please visit:
http://aggiehonor.tamu.edu. Upon accepting admission to Texas A&M University, a student immediately
assumes a commitment to uphold the Honor Code, to accept responsibility for learning and to follow the
philosophy and rules of the Honor System. Students will be required to state their commitment on
examinations, research papers, and other academic work. Ignorance of the rules does not exclude any
member of the Texas A&M University community from the requirements or the processes of the Honor
System. On all course work, assignments, and examinations at Texas A&M University, the following
Honor Pledge shall be preprinted and signed by the student: “On my honor, as an Aggie, I have neither
given nor received unauthorized aid on this academic work.” For additional information, please visit:
http://aggiehonor.tamu.edu.

Academic Honesty Procedures

If you are suspected of academic dishonesty, the course instructor will refer the matter to the Honor
Council. You will be notified via phone or e-mail of the intent to submit the case to the Honor Council.
Texas A&M University is required by law to discuss these matters only with the student. The instructors,
staff, and GAs of the Office of Digital Learning Technologies cannot and will not discuss any academic
issues with anyone other than the student, including parents and/or guardians.

Plagiarism Statement
As commonly defined, plagiarism consists of passing off as one’s own ideas, words, writings, etc., those
which belong to another. In accordance with this definition, you are committing plagiarism if you copy
the work of another person and turn it in as your own, even if you have the permission of that person.
Plagiarism is one of the worst academic sins, for plagiarists destroy the trust among colleagues without
which research cannot be safely communicated. If you have questions regarding plagiarism, please
consult the latest issue of the Texas A&M University Student Rules, http://student-rules.tamu.edu, under
the section “Scholastic Dishonesty. “All course assignments should be completed in APA style format
when citing outside resources. This ensures that work is original, and nothing is plagiarized. Assignments
will be graded for proper APA citations and reference list. APA formatting guidelines can be found from
the Publication Manual of the American Psychological Association (6th edition) or accessed through the
APA Formatting and Style Guide on the Purdue Online Writing Lab website:
http://owl.english.purdue.edu/owl/resource/560/01/. Please be sure to explore these resources and contact
your course GA with any questions regarding the formatting of citations and reference lists.

Americans with Disabilities Act (ADA) Policy Statement

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning environment that provides for
reasonable accommodation of their disabilities. If you believe you have a disability requiring an
accommodation, please contact Disability Services, currently located in the Disability Services building at
the Student Services at White Creek complex on west campus or call 979- 845-1637. For additional
information, visit http://disability.tamu.edu.

Copyright Statement
The materials used in this course are copyrighted. These materials include, but are not limited to, the
syllabi, quizzes, exams, lab problems, in-class materials, review sheets, and additional problem sets.
Because these materials are copyrighted, you do not have the right to copy the handouts, unless
permission is expressly granted.

Accessibility
To access the university’s accessibility policy please go to http://itaccessibility.tamu.edu/. This will assist
you with web issues you might be experiencing.

4|Page
Student Rule
Each student must be fully acquainted with and ready to comply with the Texas A&M University Student
Rules. More specific rules, information, and procedures may be found in various publications pertaining
to each particular service or department. Please visit http://student-rules.tamu.edu/ for more information.

Missed Work and Excused Absences

No work is accepted late without a university-approved excused absence. Excused absences are listed in
the Student Rules Attendance section. If you have a university-approved reason for missing any quiz,
assignment, or exam deadline, you must send an excused absence to your course instructor no later than
two (2) business days after you are allowed to return to work or school. All excused absences must
document:
1. The dates in which you were “absent” (unable to work or complete schoolwork)
2. Full contact information from the excuse provider

If excuses do not contain this information (#’s 1 & 2), they will not be accepted. Course instructor reserve
the right verify your excused absence. If your excuse is verified, you will have seven (7) business days
from the date of verification to complete any missed work. The instructor of this course has chosen to
accept the Explanatory Statement of Absence from Class Form ONLY if it is accompanied by an excuse
as described above. If you cannot produce sufficient documentation to accompany this form, it will not
be accepted.

Study & Preparation Suggestions

 HLTH 236 - 599 – Race, Ethnicity, & Health is a challenging course to which you should allow
yourself at least 4-6 hours per week to learn the materials.
 Save due dates into your phone calendar or planner. Late work is NOT accepted without a
university-approved excuse!
 You may use course materials while taking the quizzes or exams. However, due to the short amount
of time allowed to attempt the exams, studying the material before your attempt will help you
commit course information to memory.
 Watch the video lectures and take notes based on what the lecturer says so you have a deeper
understanding of the lecture notes.
 Write your own exam practice questions based on course materials.
 Regularly check your TAMU email for any updated course information and the course homepage
for announcements.
 Ask any questions you may have regarding the course content and readings. The instructor is here
to help you throughout your online course experience.

Curving/Rounding Grades: 
There will be no “curve” in this class on either assignments or final grades.

Aggie Code of Honor:

“Aggies do not lie, cheat or steal, nor do they tolerate those who do.”

“The Aggie Code of Honor is an effort to unify the aims of all Texas A&M men and women toward a
high code of ethics and personal dignity. For most, living under this code will be no problem, as it asks
nothing of a person that is beyond reason. It only calls for honesty, integrity, characteristics that Aggies
have always exemplified. The Aggie Code of Honor functions as a symbol to all Aggies, promoting the
understanding and loyalty to truth and confidence in each other.” All students are expected to abide by

5|Page
the Aggie Honor Code. Students should be aware of all Honor Council Rules and Procedures on the
Honor Council website at
http://student-rules.tamu.edu/aggiecode

Ask for clarification from me prior to participating in any activity that might be questionable for
completion of coursework for this class. All work to be completed for this class is to be individual work
except where noted otherwise. Any incident of academic dishonesty will result in a letter grade of F
in this course. 

6|Page
 Tentative Class Schedule

Section Topics/ Objectives Assessments Activities

Welcome! Start Read:
Topic:
Here 1. Instructor Information
Course Introduction 2. Textbook Information
3. Course Syllabus
4. Technology Requirement
Introduction & Read:
Topic:
Module 1
Chapter 1 – Introduction to Multicultural Health
Introduction to Multicultural Health
Watch:
Objectives:
1. Introduction Presentation
Upon completion of this module, learners will be able to:
2. Module 1 Presentation
 Identify cultural considerations in health care.
3. Multicultural Health Storytelling
 Explain common multicultural health care terminology.
 Ethnocentrism and cultural relativism.
 Distinguish the difference between cultural diversity, Due:
adaptation, and health disparities. Quiz #1 (Complete by January 15th at 11:55 PM)
 Summarize legislation related to health and minority rights.

Module 2
Topic: Read:
Theories and Models Related to Multicultural Health Chapter 2 - Theories and Models Related to Multicultural
Health
Objectives:
Upon completion of this module, learners will be able to:
 Explain personalistic, naturalistic, and biomedical theories of Watch:
health/illness. Module 2 Presentation
 Distinguish the differences between biomedical and holistic
system of care. Due:
 Explain cultural competence and related models. Quiz #2 (Complete by January 22nd at 11:55 PM)
 Identify tools to promote cultural competence within an
organization.

Module 3
Topic: Read:
Worldview and Health Decisions Chapter 3 - Worldview and Health Decisions

7|Page
 Objectives:
Upon completion of this module, learners will be able to: Watch:
 Explain what worldview is and how does it relate to culture. 1. Module 3 Presentation
 Describe at least three components of worldview that affect 2. Why it's important to continue aiming for a fact-
health. based worldview
 Explain how worldview influences beginning- and end-of-life
medical decisions. Due:
 Describe how does worldview impact health decisions and Quiz #3 (Complete by January 29th at 11:55 PM)
communication.
Module 4
Topic: Read:
Complementary and Alternative Medicine Chapter 4 - Complementary and Alternative Medicine
Watch:
Objectives: 1. Module 4 Presentation
Upon completion of this module, learners will be able to:
 Identify the difference between complementary and alternative 2. Health Matters: Complementary and Alternative
medicine (CAM) practices. Medicine
 Understand the various type of CAM practices.
 Discuss the potential benefits and risks of CAM practices. Due:
 Appreciate the cultural influence on CAM practices. Quiz #4 (Complete by February 5th at 11:55 PM)
Module 5 Read:
Topic:
Religion, Rituals, & Health Chapter 5 - Religion, Rituals, & Health

Objectives:
Upon completion of this module, learners will be able to: Watch:
 Describe the religion, spirituality, and ritual religion 1. Module 5 Presentation
 Explain the relationship between religion and health behaviors. 2. Religion, Culture & Medicine:
 Explain the relationships between rituals and health practices.
 Describe religious differences in birthing and death rituals. Due:
 Explain the difference between spirituality and religion. Quiz #5 (Complete by February 12th at 11:55 PM)

Module 6
Topic: Read:
Communication and Health Promotion in Diverse Societies Chapter 6 - Communication and Health Promotion in
Diverse Societies

8|Page
 Objectives:
Upon completion of this module, learners will be able to:
Watch:
 Explain health communication and at least three ways to deliver
1. Module 6 Presentation
health information.
2. How Effective Healthcare Communication
 Describe the planning models and how they can be utilized
Contributes to Health Equity
when working with diverse populations.
 Describe program evaluation in a multicultural setting.
 Identify the differences between traditional evaluation and Due:
multicultural evaluation. Quiz #6 (Complete by February 19th at 11:55 PM)

Module 7 Read:
Topic:
1. Chapter 7 - Hispanic and Latino American
Hispanic and Latino American Populations Populations
2. Latino Terminology: Conceptual Bases for
Objectives: Standardized Terminology
Upon completion of this module, learners will be able to: 3. Conceptions of acculturation: A review and
 Understand the social and economic circumstances of Hispanics statement of critical issues
in the United States.
 Understand Hispanic beliefs about cause of illness Watch:
 Describe several culture-bound illnesses and Healing traditions. Module 7 Presentation
 Describe the behavioral risk factors and common health
Due:
problems.
 List at least six tips for working with Hispanics.
Quiz #7 (Complete by February 26th at 11:55 PM)

Exam 1 Due:
Topics:
Modules covered 1-7.
Exam # 1 (Complete by March 6th at 11:55 PM)

Module 8 Read:
Topic:
American Indian and Alaskan Native Populations 1. Chapter 8 - American Indian and Alaskan Native
Populations
Objectives: 2. Indian Health Service Innovations Have Helped
Upon completion of this module, learners will be able to: Reduce Health
 Understand the social and economic circumstances of American 3. Disparities Affecting American Indian And Alaska
Indian and Alaskan Native in the United States. Native People
 Understand American Indian and Alaskan Native beliefs about
Watch:

9|Page
 the cause of illness. Module 8 Presentation
 Describe several culture-bound illnesses and Healing traditions.
 Describe American Indian and Alaskan Native health risk Due:
behaviors and common health problems. Quiz #8 (Complete by March 18th at 11:55 PM)
 List at least six tips for working with American Indian and
Alaskan Native populations.
Module 9 Read:
Topics:
African American Populations 1. Chapter 9 - African American Populations
2. Racism as a Stressor for African Americans
Objectives: 3. Under the Shadow of Tuskegee: African Americans
Upon completion of this module, learners will be able to: and Health Care
 Understand the social and economic circumstances of African 4. Segregation, Poverty, and Empowerment: Health
Americans in the United States. Consequences for African Americans
 Understand African American beliefs about the cause of illness. Watch:
 Describe several culture-bound illnesses and Healing traditions. Module 9 Presentation
 Describe African American health risk behaviors and common
health problems.
 List at least six tips for working with African American Due:
populations. Quiz #9 (Complete by March 25th at 11:55 PM)

Module 10
Topic: Read:
Asian American Populations 1. Chapter 10 - Asian American Populations
2. Health Literacy and Poor Health Status in Asian
Objectives: Americans and Pacific Islanders in Hawaii
Upon completion of this module, learners will be able to: 3. Conceptual Parameters of Acculturation Within the
 Understand the social and economic circumstances of the Asian and Pacific Islander American Populations:
various Asian Americans in the United States.
 Understand the beliefs about the cause of illness for Asian
American cultures. Watch:
 Describe beliefs about healing practices for Asian Americans. Module 10 Presentation
 Describe the risk factors and illness that particularly affect Asian
Americans.
 List at least six tips for working with African American Due:
Quiz #10 (Complete by April 1st at 11:55 PM)
populations.
Module 11
Topic: Read:

10 | P a g e
 Euro-Mediterranean Populations
1. Chapter 11 - Euro-Mediterranean Populations
Objectives: 2. White, European, Western, Caucasian, or What?
Upon completion of this module, learners will be able to: Inappropriate Labeling in Research on Race,
 Describe the cultural impact on health for Amish, Roma, and Ethnicity, and Health
Arab Americans. Watch:
 Describe the common health risks for European populations in Module 11 Presentation
the United States.
 Describe the behavioral health challenges for these groups. Due:
Quiz #11 (Complete by April 8th at 11:55 PM)

Module 12 Read:
Topic:
Nonethnic Cultures Chapter 12 - Nonethnic Cultures

Objectives: Watch:
Upon completion of this module, learners will be able to: Module 12 Presentation
 Describe the differentiating characteristics of lesbian, gay,
bisexual, and transgender (LGBT) people. Due:
 Discuss the health risks encountered by the LGBT population. Quiz #12 (Complete by April 15th at 11:55 PM)
 Describe the problems often encountered by LGBT people when
accessing health care services.
 Discuss steps that can be taken to improve cultural competence
within the medical community in caring for LGBT patients and
their families.
 Discuss health disparities of people with disabilities and ways to
address their health needs.
 Describe how the culture of commerce and health are related
and the health effects of the culture.
 Describe the challenges farmworkers encounter in obtaining
health care.
 Discuss ways to decrease farmworkers health risks.
 Discuss the unique situations of new immigrants and refugees
and ways to address their health needs.

Module 13 Read:
Topic:
Closing the Gap: Strategies for Eliminating Health Disparities Chapter 13: Closing the Gap: Strategies for Eliminating

11 | P a g e
 Health Disparities
Objectives:
Upon completion of this module, learners will be able to:
 Describe at least six strategies for reducing or eliminating health Watch:
disparities. Module 13 Presentation
 Explain the role of the Affordable Care Act is reducing
inequalities. Due:
Quiz #13 (Complete by April 22nd at 11:55 PM)

Lightning Talk
Topic: Due:
Lightning talk video submission
Choose a topic from any module that interests you.
(Complete April 24th at 11:55 PM)

Final Exam
Topics: Due:
Modules covered 8-13. Exam #2 (Complete by May 1st at 11:55 PM)

12 | P a g e