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TOWSON UNIVERSITY
PSYCHOLOGY DEPARTMENT
PSYCHOLOGY 432: CROSS-CULTURAL PSYCHOLOGY
SPRING 2012
Instructor: Marianne G. Dunn, Ph.D. Telephone: 410-704- Email: mdunn@towson.edu (preferred contact) Office: LA 2148 Office Hours: Monday: 11:30-1:30; Wednesday 10-11; By Appointment Course Time and Room: Monday and Wednesday: 2-3:15; LA 3118 COURSE OVERVIEW:* The primary goal of this course is to introduce students to the field of cross-cultural psychology. We will overview and analyze theory and contemporary research in cross-cultural psychology through a critical lens. Lectures, in class activities, readings, and videos, will facilitate dialogues in which we will compare and contrast the unique and shared aspects of different cultures. Additionally, we will discuss methodology of sound cross-cultural research. Students are expected to learn to critique the biases in research studies by implementing critical thinking skills derived from a cross-cultural research paradigm. Lectures are typically interactive, thus students are expected to participate verbally and maintain non-verbal engagement during class time. This course is taught from a multicultural perspective, which emphasizes the importance of equality across cultural groups, self-exploration and self-awareness. *Please note, the instructor reserves the right to modify readings or topics during the semester. REQUIRED TEXT: Shiraev, E., & Levy, D. (2010). Cross-cultural psychology: Critical thinking and contemporary applications (4th^ edition). Boston, MA: Allyn & Bacon. Additional Readings: Helms, J. (1992). Why is there no standard of cultural equivalence in standard cognitive ability testing? American Psychologist, 47, 1083-1101. Kinnier, R., Dixon, A., Barratt, T., & Moyer, E. (2008). Should universalism trump cultural relativism in counseling? Counseling and Values, 52, 113-124. Leong, F. (2010). A cultural formulation approach to career assessment and career counseling: A guest editor’s introduction. Journal of Career Development, 37, 375-390. DOI: 10.1177/
Massuda, A., Hayes, S., Twohig, M., Lillis, J., Fletcher, L., & Gloster, L. (2009). Comparing Japanese international college students' and U.S. college students' mental-health-related stigmatizing attitudes. Journal of Multicultural Counseling and Development, 37, 178-189. DOI: 10.1002/j.2161- 1912.2009.tb00101.x Spencer-Rogers, J., Williams, M., & Peng, K. (2010). Cultural differences in expectations of change and tolerance for contradiction: A decade of empirical research. Personality and Social Psychology Review, 14, 296-312. DOI: 10.1177/ Sue, D., Capodilupo, C., Torino, G., Bucceri, J., Holder, A., Nadal., K., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 4, 271-286. DOI: 10.1037/0003-066X.62.4. Tay, L. & Diener, E. (2011). Needs and subjective well-being around the world. Journal of Personality and Social Psychology, 101, 354-365. DOI: 10.1037/a Vandello, J. & Cohen, D. (2003). Male honor and female infidelity: Implicit cultural scripts that perpetuate domestic violence. Journal of Personality and Social Psychology, 84, 997-1010. DOI: 10.1037/0022- 3514.84.5. Recommended Reading: Byrne, B., Oakland, T., Leong, F., van de Vijer, F., Hambleton, R., & Cheung, H. (2009). A critical analysis of cross-cultural research and testing practices: Implications for improved education and training in psychology. Training and Education in Professional Psychology, 3, 94-105. DOI: 10.1037/a Leong, F., Leong, K., & Cheung, F. (2010). Integrating cross-cultural research methods into ethnic minority psychology. Cultural Diversity and Ethnic Minority Psychology, 16, 590-597. DOI: 10.1037/a Park, N., Petersen, C., & Ruch, W. (2009). Orientations to happiness and life satisfaction in twenty-seven nations. The Journal of Positive Psychology, 4, 273-279. DOI: 10.1080/ Perry, J., Satiani, A., Henze, K., Mascher, J., Helms, J. (2008). Why is there still no standard of cultural equivalence in standard cognitive ability testing? Journal of Multicultural Counseling and Development, 36, 155-167. DOI: 10.1002/j.2161-1912.2008.tb00079.x
REPEATING THIS COURSE : This course may be repeated only once without the prior permission of the Academic Standards Committee. EXTRA CREDIT: You may earn one point for every session or experiment that you attend, up to 5 points total (please see the psychology department website for how to set up a “Research Pool” account, if you do not already have one). All extra credit points will be added to your final exam grade. The maximum amount of extra credit you can receive is 5 points. I do not need to see proof of participation in extra credit, as the psychology department has an automated system for tracking extra credit. ACADEMIC INTEGRITY : Academic dishonesty includes cheating, fabricating, and facilitation of academic dishonesty and/or plagiarism. You are expected to be familiar with this policy as it pertains to your work in this class and others. Cheating and plagiarism in any form are not acceptable. Students who engage in academic dishonesty on any assignment for this course will receive and F (0 points) for that assignment and may receive an F in this class. All instances of academic dishonesty will be reported to the Office of Judicial Programs for additional resolution. All instances of academic dishonesty will be reported to the Office of Judicial Programs for additional resolution. ACADEMIC ACCOMMODATIONS FOR PERSONS WITH UNIQUE NEEDS: In compliance with and in the spirit of the Americans With Disabilities Act (ADA), I would like to work with you if you have a disability that is relevant to your work in this course. If you have a documented disability and wish to discuss academic accommodations, please do not hesitate to contact me at the beginning of the semester (the first two weeks of class). STATEMENT ON RELIGIOUS OBSERVANCES: Students will not be penalized for observances of religious beliefs. Please note that it is the student’s responsibility to notify me in writing within the first two weeks of class regarding any absences for religious observances. EMERGENCY STATEMENT (TU Office of the Provost) In the event of a University-wide emergency, course requirements, classes, deadlines and grading schemes are subject to changes that may include alternative delivery methods, alternative methods of interaction with the instructor, class materials, and/or classmates, a revised attendance policy, and a revised semester calendar and/or grading scheme. In the case of a University- wide emergency, I will attempt to communicate with you via e-mail and/or the Blackboard site. For more information about any emergency situation, please refer to the following: Web Site: www.towson.edu Telephone Number: 410-704- TU Text Alert System Sign-up at: http://www.towson.edu/adminfinance/facilities/police/campusemergency/). This is a service designed to alert the Towson University community via text messages to cell phones when situations arise on campus that affect the ability of the campus - students, faculty and staff - to function normally. EXAMS: The exams will include multiple-choice questions related to course materials (lectures, class discussions, videos, etc). The content of exams will be discussed in more detail in class. Make-up exams will not be given. In the case of extreme circumstances (i.e., documented death in the family, severe illness with a doctor’s excuse; NOT car problems, minor illness, family reunions, etc.) AND prior knowledge of the instructor, students may be permitted to take an exam on the study day before final exams. Again, this case will only apply to students with an absence that has been previously approved by the instructor. If you miss an exam without a reason that is approved in advance and in writing by the professor, you will receive an F ( points) for that exam.
ARTICLE CRITIQUES : Over the course of the semester, you will be asked to critique two cross-cultural research articles. Please see rubric on blackboard for detailed instructions. All students must have access to the latest edition of the publication manual of the American Psychological Association (6th^ edition, 2009). No class time will be devoted to the requirements of APA style. If you have questions, please contact The Writing Lab (410.704.3426). EXPERIENTIAL ASSIGNMENT: In the spirit of multicultural approaches to the study of Cross-Cultural psychology, experiential learning will be a component of this class. There are many ways in which you may participate in an advocacy or social justice related activity related to multicultural/cross-cultural aspects of psychology. You are required to complete an experiential assignment during the course of the semester, and write a paper about your advocacy and service-learning experience. You must have confirmation from me prior to engaging in the assignment. See course outline for due dates for parts 1 and 2 of this assignment. See blackboard for rubric. Some ideas: a. Organize an educational event at Towson related to social justice b. Organize a fundraiser for a cause related to social justice at Towson c. Organize an advocacy event on campus related to social justice d. Volunteer at a social service agency/organization (soup kitchen, literacy project) e. Attend or organize a protest, rally, boycott, sit-in, strike, etc. for a cause important to you f. On-line activism (e.g., check out Kiva.org) g. Other- get creative! I encourage you to work together on this assignment. Make sure that your project relates to a topic in cross- cultural psychology. Please note that your paper should reflect your personal experience, and your role in the project. Please see rubric on blackboard for grading related to this assignment. GRADING OVERVIEW (a) Quiz 1 10% (b) Quiz 2 15% (c) Quiz 3 15% (d) Final Exam 15% (e) Experiential Assignment* 15% (e) Article critiques* 20% (f) Participation/attendance 10% *Please note: This is a web-supported course. All assignments should be uploaded to “Blackboard” before the start of class on the respective due date.
DATE TOPIC READING
March 7 Vocational Psychology Leong, 2010 March 12 Intelligence & education Chapter 5 Helms (1992) *Perry et al. (2008) March 14 Intelligence & education March 18- (Sunday-Sunday) Spring Break! March 26 Intelligence & education (^) The Heart of the Nation video and discussion March 28 Honor cultures, gender, and violence Vandello & Cohen (2003) April 2 Emotion Chapter 6 April 4 Exam 2 April 9 Development & socialization Chapter 8 *Article Critique 2 due April 11 Psychological health Chapter 9 Masuda et al. (2009) April 16 Psychological health April 18 Positive Psychology Tay & Diener (2011) *Recommended: Park et al. (2009)
April 23 Positive Psychology April 25 Exam 3 April 30 Social Perception and Social Cognition Chapter 10 May 2 In Class Discussion of Experiential Assignment *Upload: Experiential Assignment Part 2 May 7 Social Interaction and Groups Chapter 11 May 9 Microaggressions Sue et al., 2007 May 14 (^) Microaggressions Course Wrap Up Final Exam: May 22 (Tuesday) 8-10AM
