DIVERSITY/MULTICULTURAL COURSE PROPOSAL
WEBER STATE UNIVERSITY

College: Social & Behavioral Sciences  

Department: Psychology

Course Abbreviation & Number for the Catalog: PSYCH 3100

Course Title: Psychology of Diversity Credit Hours: 3

Catalog Description (exactly as you wish it to appear in the catalog):

This course examines individual psychological issues associated with human diversity including culture, disabling conditions, gender, class, ethnicity, and others. It addresses the psychological principles underlying these issues and offers effective ways of dealing with these issues.

All courses approved for this requirement must have human diversity/multiculturalism as a major aspect of the class and also must be directly relevant to present day society, as demonstrated by the syllabus and student assignments.

Courses must also meet at least one of the following criteria: (Check all that are applicable.)

X The course is comparative in nature (multi-cultural or cross-population).

X The course treats multiple aspects of diversity and/or culture (such as race, gender, age, class, etc.) In a single area of study (e.g. the American West, the health care setting, literature, etc).

X The course is specific to a particular group of people or culture that is not present or is under-represented in the general social-economic-political framework of the United States.

Attach a course syllabus or outline with sufficient detail that allows the reader to understand the degree to which the requirements are met. If not readily obvious from the syllabus, it may be desirable to attach student assignments or other supplementary material.

Justification:

The diversity of those we interact with has dramatically expanded in terms of background, gender, handicapping conditions, customs and other factors. Even though the basic human needs and wants may be the same or similar for diverse individuals, they are often manifested differently. This often leads to ineffective interactions at all levels and, in many cases, leads to prejudice, hatred and violence as well as failures in tasks and goals requiring cooperative effort. Finally, there is a loss of opportunity for many individuals and for society as a whole. The problems of our diverse society have led psychologists in many specialities to investigate the phenomena related to diversity, and to devise methods for facilitating more productive interactions between and within those of diverse backgrounds and characteristics. This course is designed to provide students with this knowledge and these skills in a manner that makes it imminently useful in a variety of circumstances.

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Course Title: Psychology of Diversity

Approvals:

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Request Initiated By/Date

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Department Chair/Date

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Program Director (if applicable)/Date

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Dean of College/Date

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Chair, University Curriculum Committee/Date

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Associate Provost/Date

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Psychology of Diversity

Assigned Readings: Actual readings may vary from term to term. See attachment sample.

As with anthropology, and sociology where behavior is examined at the level of groups and entire cultures, recent psychological research and theory examines how and why social class, disabilities, age, culture, ethnicity, race and gender influence behavior. But psychologists pay particular attention to individual thought processes, emotions, motivation and behavior, focusing on individuals from diverse backgrounds.

This course integrates material relating diversity with all areas of psychology, from interpersonal relations, to child development, to abnormality to thinking, problem solving and personal interactions. After taking this course, students should be able to relate it to their understanding of others and apply it successfully to real problems and issues they will encounter.

TOPIC 1 Introduction to the Social Psychology of Diversity

Collectivism v. Individualism
Trafinow et. al., (1991) & Cousins (1989)
Self-definition
Myers (1999)

Theory & Research of the Psychology of Diversity
Triandis et. al., (1990)
Baumeister (1986)
Josephs et. al., (1992)

Goals & Application: Students will be introduced to the meaning of diversity & the history & issues impacting it; Students will recognize how they self-identify and will recognize and understand the similarities and differences between their mode of identification and others' mode of self-identification

Readings assigned from:

The Meaning of Difference, A Different Mirror, Counseling the Culturally Different, & Multicultural Counseling

TOPIC 2 The Power of Groups

Social Power, Class, and Disabling Conditions
Lewin (1951)
Wrong (1979)
Violence & Women
Nielson (1993)

Mis-Attribution & Anger
Tavris (1982)

Motivational Approach to Aggression
Berkowit (1983, 1990, 1993)
Ferguson & Rule (1983)
Zillmann (1983)

Media & Violence
McCarthy et. al., (1975)
Singer & Singer (1980)
Milgram & Shotland (1973)
Bandura (1973)

Goals & Application: Students will understand the process of group identification and the power associated with it. They will recognize times they belong to groups of power and times they belong to groups without power. They will also recognize powerlessness in other groups & discuss methods of empowerment. They will understand the theories of effective group dynamics and apply them to current situation vignettes.

Assigned readings from:

The Meaning of Difference, No Pity, Race and Ethnic Relations & Social Psychology of Gender, Race & Ethnicity

TOPIC 3 Utilizing Groups to Promote Cooperation

Causes & Interventions of Group Polarization Conflict
Bodenhausen et. al., (1987)
Desforges et. al., (1991)
Riordant et. Al., (1980)

Cooperation in Public School Addressing Ethnicity, Gender & Disabling Conditions
Schofield (1979)
Blanchard et. al., (1976)

Goals & Application: Students will understand the role of competition in the creation of ethnocentrism and realize the value diverse thought brings to problem-solving. Students will utilize Aronson et.al.'s "Jigsaw method," along with other interventions as a form of problem solving for bias in the workplace, public schools and in other aspects of society.

Assigned readings from:

Social Psychology of Gender, Race & Ethnicity, Prejudice & Racism, & Intercultural Interactions

TOPIC 4 Individual & Group Identities

Individualistic Identity & Identity Issues for Diverse Individuals
Erikson (1963)
Jacklin & Maccoby (1978)
Leaper (1994)
Clarke & Clarke (1939)
Beuf (1977)
Bem (1989)

Collective Identity
Brown & Lohn (1987)
Crocker & Luhtenen (1990)
Phinney (1995)

Goals & Application: Students will understand personal v. collective identities and the implications for successful interaction and acceptance of others. They will have an arena to learn about different identities and apply this to interpersonal relationships.

Assigned readings from:

Social Psychology of Gender, Race & Ethnicity, Women & Gender, & The Meaning of Difference

TOPIC 5 Social Roles

Social Roles for Members and Non-members of Disabled, Ethnic, Class, and Gender Groups
Tuckman & Jensen (1977)

Membership
Moreland & Bunthaupt (1990)

Sexual Harassment
Fitzgerald (1993)

Goals & Application: Students will be introduced to various dominant societies' social roles for men and women as well as for others (disabled people, senior citizens, people of color, etc.) Students will have the opportunity to share personal experiences that have been limiting/advantageous for them on the basis of their "packaging". Students will assess possible solutions to this dilemma using effective group intervention strategies.

Assigned readings from:

Social Psychology of Gender, Race & Ethnicity, The Meaning of Difference, No Pity, & The Anatomy of Love

TOPIC 6 Cognition V. Behavior

Cognitive Dissonance
Festinger (1957)

Culture, Personality & Task Performance
Comer & Laird (1975)

Culture, Intelligence & I.Q.
Sue & Sue (1995)

Culture & Cognitive Development
Kohlberg (1966)
Piaget (1928)

Goals & Application: Students will understand intelligence and the implications of testing with regard to opportunity and discrimination. Students will become familiar with thinking strategies of different cultures and understand the implications of these. Students will understand I.Q. meanings within and across cultures.

Assigned readings from: Social Psychology of Gender, Race & Ethnicity, & Literacies of Power

TOPIC 7 Prejudice & Stereotyping

Self-fulfilling Prophecy
Allport (1954)
Cooper & Fazio (1986)

Reducing Prejudice
Brown et. al., (1986)
Stroebe et. al., (1988)

Robbers Cave Experiment
Sherif et. al., (1961)

Goals & Application: Students will be introduced to various dominant societies' biases toward other groups. Students will understand psychological knowledge about the development of prejudice and stereotypes and become aware of some of their own biases. They will also learn to apply psychological knowledge for solutions to diverse types of bias in their social circles--particularly of gender bias.

Assigned readings from: Social Psychology of Gender, Race & Ethnicity

TOPIC 8 Diversity Politics in Public Places

Social policies & their impact on prejudice, group cohesiveness, cooperation, and school admissions

Diversity & Politics re: how they effect individuals (e.g., American Disabilities Act) Schematic Politics
Fiske, Lau, & Smith (1990)

Acquiring Political Beliefs
Kinder & Sears (1985)

Attitude Shifts
Newcombe (1943; 1967)

Head Start Program Success
Westinghouse Learning Cooperation (1969)

Goals & Application: Students will become knowledgeable about social policies and their psychological impact on prejudice, group cohesiveness, cooperation, and school admissions.

Assigned readings from: Social Psychology of Gender, Race & Ethnicity, No Pity, and The Meaning of Difference

TOPIC 9 Language & Communication

Language & Attitude Change
DeBono & Klein (1993)
Verplenkin (1993)

Communication & Conflict in Gender
Buss (1989)

Attribution & Group Conflict
Bradbury & Fincham (1990; 1992)
Fincham & Bradbury (1992; 1993)

Cross-Cultural Communication
Gamboa et. al., (1992)

Goals & Application: Students will be introduced to diverse ethnic communication styles found in the U.S. They will engage in some of those styles of communication and assess bias and stereotypes surrounding communication styles. Students will understand theories behind attribution and group miscommunication and utilize psychological knowledge to improve cross-cultural communication.

Assigned readings from: Social Psychology of Gender, Race & Ethnicity and The Meaning of Difference and Women and Gender

TOPIC 10 Deviance

The Nature & Consequences of Deviance in Different Cultures
Sabilin & Silver (1978)
Milgram (1963; 1965; 1974)

Interpersonal Influences
Goffman (1971)
Deviant Interpersonal Influences
Schachter (1952)
Levine, Saxe & Harris (1976)

Goals & Application: Students will understand the clinical definition of abnormality and the problems and assets of deviance and the implications in different cultures. They will understand the importance of cultural background in dealing with deviance.

Assigned readings from: Social Psychology of Gender, Race & Ethnicity and Counseling the Culturally Different

TOPIC 11 Raising Children

Attachment & Cultural Influences
Ainsworth (1993)
Bowlby (1969)

Parenting Styles & the Interaction between Parenting Styles & Culture
Baumrind (1989)
Cole & Cole (1996)

Ecological System of Development
Bronfenbrenner (1970)

Cultural Context & Human Development
Vygotsky (1978)

Subgroups and Subcultural Influences in Development
Harris (1997)

Goals & Application: Students will learn about different parenting styles and different social expectations for children as valuable and effective strategies for raising children

Assigned readings from: The Development of Children

TOPIC 12 Aging

Life Transitions
Erikson (1968)
Sheehy (1981)

Aging as a Culture & Relationships
Field & Minkler (1988)
Larson, Mannell, & Zuzanek (1986)
Hare (1993)

The Influence of Culture on Aging Identity and Intergenerational Interactions
Nisan & Kohlberg (1982)
Dien (1982)
Nishio (1994)

Mature Thought, Wisdom, & Moral Intelligence
Papalia, Comp, and Feldman (1998)

Goals & Application: Students will learn about the psychological dimensions of aging as well as the psychosocial constructs of aging in diverse populations. They will then apply this psychological knowledge to vignettes reflecting current issues in the aging population.

Assigned readings from: Human Development

TOPIC 13 Diversity Research in Psychology

Methodology for Studying Psychological Research

Understanding the Implications of Diversity in Psychological Research

Methodology for Studying Diversity Issues from a Psychological Perspective
Cole & Cole (1997)
Matsumoto (1994)

Goals & Application: Students will learn about psychological research design as well as how to understand research. They will apply this knowledge in a writing assignment from a psychological journal article they have surveyed on a diversity issue of their choice.

Assigned readings from: People: Psychology from a Cultural Perspective & Cultural Psychology: The Once and Future Science

TOPIC 14 Media Relationship to Attitudes, Behavior, & Conflict

The Relationship of Medias on Cognitive Development

Media & Violence: Does the Media Cause Conflict?
McCarthy et. al., (1975)
Singer & Singer (1980)
Milgram & Shotland (1973)
Bandura (1973)

Goals & Application: Students will learn about the relationship of different forms of media on cognitive development and learning. They will also learn about the relationship between media and individual's stereotypes, prejudice and social behavior and apply it to current media issues.

Assigned readings from: Social Psychology of Gender, Race & Ethnicity & Our Social World

Grading will be based as follows:

50% - 4 exams

25% - Paper

Students will apply some content area to a broader area of interest e.g., reducing prejudice of employees of different ethnic groups; effective intervention strategies for main streaming disabled students in public schools.

25% - Participation in lab exercises with written responses: