Psychology of Cultural & Gender Diversity PSYC3313-001 SPRING 2010 Psychology of Cultural & Gender Diversity PSYC3313-001 SPRING 2010 Class time: Time: Tuesdays and Thursdays 2:00 pm-3:20 pm. Place: Life Sciences Building 100 Instructor: Pablo A. Mora, Ph.D. Office: Life Sciences Building Office 307 Telephone: (817) 272-3183 E-mail: [email protected] Office Hours: Tuesdays 11:00 a.m–12:30 p.m. or by appointment Course content: In this course we will examine how psychological theory and research can contribute to the understanding of differences and similarities among people. The course will focus specifically on how people's behaviors and beliefs are influenced by culture and gender. There will a greater emphasis on issues involving diversity in the United States than around the world. Diversity for the purpose of this course will include culture, race, ethnicity, gender, and other dimensions. Student Learning Outcomes: By the end of this semester students will: 1. Understand and explain the following concepts: Culture, ethnicity, race, gender, and sex. 2. Become familiar with the ways in which culture, ethnicity, race, gender, and sex have been used to explain diversity among groups and populations 3. Understand from a psychological perspective the impact of culture and gender on beliefs and behaviors. 4. Appreciate the diversity within and across cultural and ethnic groups and genders. 5. Be able to critically examine scientific literature examining cultural, ethnic, sex, and gender differences in psychological factors. 6. Gain awareness of their own and others’ cultures and worldviews. Requirements: Prerequisite PSYC 1315 Required textbook and Course Material: Textbook: Mio, J. S., Barker, L. A., & Tumambing, J. (2009). Multicultural Psychology (2nd Edition). McGraw-Hill: NY. In addition, you will have to read research and review articles. This list of papers is already available at the library through e-reserve. I may assign 3 or 4 more pieces during class sessions. Required articles:Psychology of Cultural & Gender Diversity PSYC3313-001 SPRING 2010 Berry, J. W. (2003). Conceptual approaches to acculturation. In K. M. Chun, P. Balls Organista & G. Marin (Eds.), Acculturation: Advances in theory, measurement, and applied research (pp. 17-37). Washington, DC: American Psychological Association. Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48(6), 629-637. Betancourt, J. R., Green, A. R., Carrillo, J. E., & Ananeh-Firempong, O., 2nd. (2003). Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care. Public Health Reports (Washington, D.C.: 1974), 118(4), 293-302. Blumhagen, D. (1980). Hyper-tension: A folk illness with a medical name. Culture, Medicine, and Psychiatry, 4, 197-227. Cabassa, L., Lester, R., & Zayas, L. (2007). “It’s Like Being in a Labyrinth:” Hispanic Immigrants’ Perceptions of Depression and Attitudes Toward Treatments. Journal of Immigrant and Minority Health, 9(1), 1-16. Eagly, A. H., & Wood, W. (1999). The origins of sex differences in human behavior: Evolved dispositions versus social roles. American Psychologist, 54(6), 408-423. Glick, P., & Fiske, S. T. (2001). An ambivalent alliance: Hostile and benevolent sexism as complementary justifications for gender inequality. American Psychologist, 56(2), 109-118. Harwood, A. (1971). The hot-cold theory of disease. Implications for treatment of Puerto Rican patients. JAMA, 216(7), 1153-1158. Hochschild, A. (2009). Families, Class and Culture. New York Times Book Review, from http://search.ebscohost.com/login.aspx?direct=true&db=nfh&AN=44663231&site=ehost-live. Hunt, L. M. L. M., Schneider, S., & Comer, B. (2004). Should "acculturation" be a variable in health research? A critical review of research on US Hispanics. Social Science & Medicine, 59(5), 973-986. Kleinman, A. M. (1977). Depression, somatization and the "new cross-cultural psychiatry". Social Science & Medicine, 11(1), 3-10. Kleinman, A., Eisenberg, L., & Good, B. (1978). Culture, illness, and care: clinical lessons from anthropologic and cross-cultural research. Annals of Internal Medicine, 88(2), 251-258. Levy, Ariel (2009). Either/Or: Sports, sex, and the case of Caster Semenya. The New Yorker (November, 30), 46-59, from http://www.newyorker.com/reporting/2009/11/30/091130fa_fact_levy Marmion, S., & Lundberg-Love, P. (2004). Learning masculinity and femininity: Gender socialization from parents and peers across the life span. In M. A. Paludi (Ed.), Praeger guide to the psychology of gender (pp. 1-26). Westport, CT: Praeger Publishers/Greenwood Publishing Group. Smedley, A., & Smedley, B. D. (2005). Race as Biology Is Fiction, Racism as a Social Problem Is Real: Anthropological and Historical Perspectives on the Social Construction of Race. American Psychologist, 60(1), 16-26. Tobach, E. (2004). Development of sex and gender: Biochemistry, physiology, and experience. In M. A. Paludi (Ed.), Praeger guide to the psychology of gender (pp. 240-270). Westport, CT: Praeger Publishers/Greenwood Publishing Group.Psychology of Cultural & Gender Diversity PSYC3313-001 SPRING 2010 Ward, E. C., Clark, L. O., & Heidrich, S. (2009). African American Women's Beliefs, Coping Behaviors, and Barriers to Seeking Mental Health Services. Qualitative Health Research, 19(11), 1589-1601. Wright, Lawrence (1994). One drop of blood. The New Yorker (July 25), 46-55, from http://www.newyorker.com/archive/1994/07/25/1994_07_25_046_TNY_CARDS_000367864#ixzz0ZhgrlDEb. Descriptions of major assignments and examinations with due dates: The course grade will be based on the following components: Summary of weekly readings: Every Tuesday I will randomly collect a two-page summary of the readings assigned for the week from about 10-12 people. There will be days when I may collect summaries from the whole class. If an absent student is selected s/he will get a 0 unless an official note excusing the absence is provided (see “Make-up policy” section below). Summaries will be worth 30 %. News Log: Choose a current topic currently in the news relevant to the class (e.g., Health and ethnic disparities; Census racial/ethnic categories, etc). Keep a news log of news articles/reports on that issue. You need to collect 1-2 articles per week, for 6 weeks, to be turned in at the mid-term.