COURSE NUMBER: PP 8185
COURSE NAME: Social Psychology & Difference
TERM: Spring 2010
INSTRUCTOR:
Scott Pytluk, Ph.D.
PHONE:
x7693
EMAIL:
[email protected]
FAX:
ALT PHONE:
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Social Beings: A Core Motives Approach to Social Psychology
S. T. Fiske
2010
John Wiley & Sons
0-471-14529-7
2nd
Title
Author(s)
Copyright
Publisher
ISBN
Edition
The Meaning of Difference
K.E. Rosenblum & T.M.C. Travis
2009
McGraw Hill
13 9780073380056
5th
1
***DRAFT***
*Please be aware of the reading assignment that needs to be done
BEFORE the first class session*
**Also, please be sure to purchase the edition of the books listed on
the syllabus**
Argosy University
COURSE SYLLABUS
PP 8185
Social Psychology & Difference
Wednesdays, Spring 2010, 9:15-12:00pm
Faculty Information
Faculty Name:
Campus:
Contact Information:
Office Hours:
Short Faculty Bio:
Teaching Assistant:
Contact Information:
Scott Pytluk, Ph.D.
Chicago
x7693; [email protected]
Mondays, 12-2pm; Tuesdays, 1-2; Thursdays, 10-11
Dr. Pytluk is Associate Professor of Clinical Psychology
and Coordinator of the Psychoanalytic Minor
(Concentration). He serves on the Clinical Psychology
Department’s Student Professional Development
Committee and the campus Library Committee. He also
maintains a private psychotherapy practice in downtown
Chicago.
Melissa Heinemann
[email protected]; 708.975.5483 (may call
between 10am and 10pm). Prefers email.
Course Description:
With the advent of social movements for change in American society, Clinical Psychology has
begun to consider the impact of social, cultural, and economic factors on its theoretical and
practical understanding of human functioning and psychological well-being. Theory and
research in Social Psychology can be useful to Clinical Psychologists as a guiding framework for
critical investigation of the grounding assumptions and biases our field relies on when attempting
to address issues of difference in personal, professional, and institutional realms.
This course will acquaint students with many of the theoretical constructs and the corresponding
body of empirical research from the field of social psychology. Strong emphasis will be placed
on the constructions, meanings, and experiences of difference in an effort to prepare students to
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function as ethically-minded psychologists. Specific "categorical" features of identity and
difference to be addressed include race, ethnicity, religion, age, sexual orientation, physical
difference and/or disability, gender, national origin, and social class. A self-critical social
constructionist perspective will be the most common theoretical approach to be accompanied by
treatments of the social psychological constructs of deviance, conformity, social influence,
attributions, social cognition, mass communication and propaganda, and prejudice.
A primary goal of the course will be to promote students' own process of examination and
exploration of aspects of difference. Particularly, students will be encouraged to reflect on their
own personal and professional development and on the statuses and categories they occupy so as
to gain greater self-awareness and sensitivity to their own and others' attitudes, biases, and
preferences.
Course Catalogue Description:
This course presents the concepts of attitude formation, attribution theory, interpersonal
perception, social constructivism, and social cognition. These concepts are also applied to
populations with different social attributions related to culture, gender, race, age, sexual
orientation, class, and physical status.
Course Pre-requisites: None
Required Readings:
***(Please be certain to purchase the specific editions of the books listed below. Older editions
will not be acceptable!!)
Fiske, S.T. (2010). Social beings: A core motives approach to social psychology
(Second Edition). New York: John Wiley & Sons. ISBN: 0-471-14529-7
7-5966-7
Rosenblum, K.E., & Travis, T.M.C. (2009). The meaning of difference: American
construction of race, sex and gender, social class, and sexual orientation (5th ed.) New
York: The McGraw-Hill Companies. (ISBN: 13 9780073380056)
Primary source research articles (see section on “Learning Group Presentaion”)
Articles on Electronic Reserve through the library
New York Times or CNN or BBC news, etc. (accessible on-line)
Electronic Reserve References
1)
Kitayama, S. & Markus, H. (1994). The cultural construction of self and emotion. In, S. Kitayama & H.
Markus, Emotion and culture (pp. 89-130). Washington, D.C.: American Psychological Association
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2)
Atkinson, D. R. & Hackett, G. (1998). Oppression of elders: Past and present. In D.R. Atkinson & G.
Hackett, Counseling Diverse Populations (pp. 51-76). New York: Mc Graw-Hill.
3)
Atkinson, D. R. & Hackett, G. (1998). Oppression of people with disabilities: Past and present. In D.R.
Atkinson & G. Hackett, Counseling Diverse Populations (pp. 29-50). New York: Mc Graw-Hill.
4)
Garnets, L.D. (2002). Sexual orientations in perspective. Cultural Diversity and Ethnic Minority
Psyhcology, 8(2), 115-129.
5)
Corvino, J. (1999). Why shouldn’t Tommy and Jim have sex? In J. Corvino (Ed.), Same sex: Debating
the ethics, science, and culture of homosexuality (pp.3-16). Lanham, MD: Rowman & Littlefield Publishers, Inc.
6)
Golden, C. (1999). Diversity and variability in women’s sexual identities. In J. Corvino (Ed.), Same sex:
Debating the ethics, science, and culture of homosexuality (pp.149-66). Lanham, MD: Rowman & Littlefield
Publishers, Inc.
Technology: Argosy University encourages the use of technology throughout the curriculum. This
course uses some or all of the following: video tapes, CD’s, DVD’s, overheads, etc. Examples of
hardware/software you might need access to for the course include: Pentium III CPU/ Windows 98;
128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0
(MAC), or Netscape Navigator 4.08; Norton Antivirus.
Course length: 15 Weeks
Contact Hours: 3.0
Credit Value: 3.0
Course Objectives:
Course Objective
Program Goal
Method of Assessment
1.) Acquire a solid
knowledge base of
social psychological
theoreies and their
empirical foundation.
Increase ability for
critical analysis and
evaluation of theory
using empirical
evidence and
application to daily
human encounters.
Goal 4
The analytic tasks of the
midterm examination which
involves synthesizing numerous
sources of philosophical,
theoretical, empirical, and
qualitative material from your
readings; and, the final
immersion project paper which
includes integration of social
psychology research and theory.
2.) Achieve greater
awareness of aspects
of group identities in
Goal 3
The quality of your weekly
homework commentaries, your
immersion project paper, and
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your participation in class
discussion and experiential
exercises.
terms of ability status,
race, ethnicity, gender,
sexual orientation,
country of origin,
religion, and age.
3.) Enhance greater
empathic
understanding of the
experience of
stigmatization
accompanying
membership in an
outgroup.
Goal 3
The immersion project; both in
terms of the amount of thought,
planning and creativity you
devote to the design, and in terms
of the presentation of the
experience in the final paper;
also, your participation in class
experiential exercises and
discussion.
Goals 3, 4, 5
4.) Enhance intellectual
independence and
personal selfconfidence.
It is important for students at
any level, but particularly at
the graduate level, to begin to
form and articulate a point of
view about your culture, social
context, and unfolding events
in society, since you will be
practicing your profession
within the wider context of
society with clients who cope
with those realities. The class
is a venue in which you may
test your ideas and views,
within a mutually supportive
and respectful environment, to
learn to express dissenting
views and to critique the
views of others.
Your participation in
discussions within the class and
your weekly homework
commentaries.
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Course Format:
The material in the course will be covered through a combination of lectures, videos, guest
speakers, experiential exercises, and class discussion. Lectures will provide a general overview
of theories and research findings within each topic area, as well as issues not covered in the
readings.
Class participation and Attitude:
Research indicates that students learn material better and retain it longer when they are active
participants in the learning process rather than passive recipients of information. Therefore, it is
critical that you complete all assigned reading prior to class and come to class prepared to
discuss what you are studying. Credit for class participation will not only be based on how often
you contribute to class discussions, but more importantly the clarity, relevance, and
thoughtfulness of your comments. I will work to create an environment where people feel safe
and comfortable asking questions and expressing ideas, and ask for your cooperation in this
effort. If at any time during the course you feel unable to express yourself or participate fully,
please make an appointment to talk with me privately.
Many of you will encounter ideas and issues that you have never thought about before, which
might create feelings of discomfort (e.g., “I don’t like talking about this issue”), resistance (e.g.,
“this is unimportant information”), and judgment (e.g., “that is wrong, sick, or weird”).
Graduate school provides a unique opportunity to learn new information, but requires stepping
outside of one’s “comfort zone” in order to optimize such learning opportunities. In this class
you will be expected to do just that--step outside of your comfort zone--and deal with the
reactions you have rather than simply dismissing new ideas that conflict with your own. I
encourage you to challenge yourself to think beyond your current understanding of the world.
Only in doing so will you learn new information about yourself and the world in general.
Punctual attendance at all classes is required. Class will start promptly and will end promptly. If
you experience a personal emergency that prevents you from attending class, please call to
inform me as soon as possible so we can agree on a way for you to have an alternative but
commensurate experience. If religious holidays require you to miss class (or classes), please
consult with me immediately regarding the dates you will be absent so a plan can be made for
make ups.
Assignments:
1) Homework/Journals: To facilitate critical reading of the course assignments and to
stimulate class discussion, you are encouraged to “journal” each week (**except for
the weeks you turn in your midterm, final paper, and when your learning groups
present) as you proceed through the course. Journal entries will facilitate your
understanding of social psychological theories, and make the final product for the
immersion project much easier and more thorough. If you read material and take the
time to record your reactions and questions, you will be capable of much more
efficient memory consolidation and retrieval at a later time. At the end of each week
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of class you will be required to submit a journal entry/written assignment consisting
of three parts:
a) Critical comments, critiques, and/or questions that came to your mind about
the readings during the week. Items can be general, theoretical, philosophical,
specific, personal, etc., but must address the reading for that day's class. They
may be in the form of short paragraphs or elaborate questions.
b) A brief paragraph that describes your reflections on your experience of the
process of exploring issues of diversity and difference this week. Please go for
some depth here. This reflection does not need to focus on your experience of
the class session this week.
c) Finally, critical commentary on two news articles you read in a more
sophisticated news source (e.g., The New York Times , not The Chicago Sun
Times ) during the week. *Please apply social psychology concepts to your
commentaries of these news items.
2) Learning Group Presentation: Throughout the semester, you will work with an
assigned group of students as part of the structure for class discussions on Social
Psychology topics. Groups will rotate and be responsible to lead class discussion
about the Social Psychology topic of the day (based on the assigned readings in the
Fiske chapter). In addition to presenting the concepts and research included in the
chapter, you must get and read the original journal article of one of the studies
mentioned and include a critique in your presentation. Your creativity is
encouraged, so consider various ways in which your group can initiate and support
class debates, discussions, and other presentations that invite interactional learning.
The learning group will work jointly to explain and explore the concepts for which
they are responsible and will receive a grade for the group presentation. This grade
will be applied to each individual in the group.
Please be sure that you
•
•
•
limit your presentation to 40 minutes;
discuss your ideas with our T.A. the week prior to your class presentation;
be prepared to present your ideas formally, with the knowledge that this is
your opportunity to teach these ideas to the class.
• discuss the primary source article including the following:
1) Briefly provide the theoretical rationale for the study, putting this study
in the broader context of the topic for the week
2) Hypotheses
3) Methods used to test the hypotheses:
a. Design
b. Participants
c. Procedures
4) Results (using a visual often helps)
5) Discussion
a. Critique of the methods
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b. What can we conclude from this study and how does this relate to
the broader context of this topic in social psychology?
You need to be familiar with chapter 2 of Fiske on scientific methods to use the
correct terminology and be able to describe and critique the methods.
****Be sure that you do not read what you have written or directly from the
book, as no one likes to be read “lecture notes!!!”
3) Midterm: The take-home midterm will consist of two essay questions that ask you to
demonstrate an integrated knowledge of course concepts and readings up to that date.
The midterm must be written according to APA-style and will be distributed at the
end of class at the end of Week 7 to be turned in at the beginning of class at the end
of Week 8. No late papers will be accepted without the most legitimate of excuses
and only with advance permission.
4) “Immersion Experience”(Final project/paper & Presentation): The major project for
the course requires that you expose yourself to some aspect of diversity about which
you feel personally naive, uncomfortable, or uninformed and write about your
subjective experience. This may be an aspect of your own identity or not. Think
creatively about the sorts of experiences, including readings, music, movies, events,
or art, that will expand your understanding of this aspect of identity. Decide on an
action plan, a map of a sequence of tasks for you to undergo each of the weeks of the
term. The plan should consist of a variety of activities and experiences. Most
students lead up to a direct immersion experience by doing things such as reading
fiction, magazines, newsletters, watching films, listening to music, going to lectures.
Examples of the more intensive and direct immersion experiences to strive for
include:
*Going to a religious service or spiritual ceremony that is radically different from
your own background (e.g., if you are an atheist, attend a synagogue or a Roman
Catholic or Pentecostal service.)
*Attending a gay, lesbian, or bisexual event (e.g. at a bar, a community fund-raiser;
check-out the Windy City Times or web-sites for ideas)
*Going to a community event or activity for a specific ethnic group (e.g., attending an
African-American church service)
*Attending a meeting of Tri-S, Society for the Second Self, a gathering of
transgendered persons (with permission from society leaders)
*Spending a day using a wheelchair, wearing a blindfold, etc.
*Spending a day in a factory (if you've never held such a job) or go with your
groceries to the front of the line and ask if they take food-stamps.
**You are required to submit a proposal outlining your intended series of
experiences and activities in class Week 4. Please begin by identifying the
group/topic you are choosing and then provide a rationale for your choice.
Finally, please lay out in detail, week-by-week, how you intend to immerse
yourself in your topic.
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In writing your paper on your immersion, the following points should be addressed:
1. Critical literature review of research and theory on an aspect of the topic
you chose that will inform your experience and provide a scholarly context for
your paper. You need to research original articles here. Do not cite the Fiske
textbook in this section. Refer to literature reviews found in APA journals to
guide you in how to write this section. (4 pages)
2. Your identity. How do you identify regarding the social factor you've chosen
to learn more about? For example, if you've chosen to expose yourself to a
specific ethnic or racial minority group, what is your own racial or ethnic
identification? How important has this aspect of yourself been to you in the
past and recently? How did you "receive" this identity growing up and how
have you actively worked to integrate it or not into your identity in adulthood?
(1 page)
3. Group and activity chosen. Discuss the social factor and group chosen.
Why did you choose this group or topic? Which activities did you choose and
why? (1 page)
4. Subjective experience of cross-cultural interaction. What was this
experience like for you? How did you feel? Was it different than what you
expected? How do you think this has affected you? (3 pages)
5. Implications for professional development: How do you think it will be for
you to engage in professional roles (i.e., as therapist, supervisor, instructor,
etc.) with individuals belonging to this social group or how will it be for you,
as a member of a stigmatized group, to function in the majority context as a
professional? What strengths do you bring to such relationships? How did
this activity affect your development and skills as a psychologist and what is
your future plan for further growth in this and other areas? (2 pages)
You should refer to theoretical models and research discussed in class or found in
the readings (e.g., prejudice, social cognition, racial identity or sexual identity
development models, upward mobility) in your paper. You should include
discussion of the essentialist and social constructionist perspectives. Address how
the meaning or significance of the social factor/group you chose is "created” in
society. What are those social and social psychological processes?
Papers should be around 12 pages, typed, double-spaced, and in APA-style.
Papers are due in class Week 13. Again, no late papers will be accepted except
under extenuating circumstances, and not without express permission from the
instructor Grading of the paper will be based on: scholarly and concise review of
the literature, inlcuding up-to-date research and a coherent theoretical
frmakework, organization of ideas, clarity of expression, ability to construct a
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coherent and persuasive argument in support of your ideas, solid command of
relevant theory and research, ability to apply theory and research to your
subjective experience, depth of engagement with the issues, correct spelling and
punctuation, and adherence to APA standards regarding language.
***Each student will also be required to present their experiences/papers during
the final class session. Expect to spend up to 10 minutes presenting your
responses to the questions you addressed in your paper (i.e., all four
questions!).
Evaluation
Grading Scale
A
AB+
B
BC+
C
CD+
D
DF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 – 68
67 – 63
62 – 60
59 and below
Grading requirements
Class Participation &
Homeworks
Learning Group
Presentations
Midterm
10%
Final Paper
40%
Final Presentation
5%
10%
35%
100%
An average level of performance in this class is achieved by conscientious attendance,
completion of all assignments, and engaged participation in class discussion. Your final
project/paper demonstrates thoughtfulness in design and competence in the written report of your
experience and in your scholarly integration of material from the course.
A superior level of performance is demonstrated by conscientious attendance, completion of all
assignments in a high-quality manner, and skilled contribution to discussion in a way that lends
clarity and insight to the issues being discussed and which exhibit your increasing ability to
integrate critically the theoretical concepts addressed in the course. This student reflects
openness and self-reflection in their comments in class discussion along with an appreciation and
effort to facilitate the honest expression of others in class. The final project/paper will be written
with significant skill, showing originality of conception, effort in completion of the tasks mapped
out for yourself, clarity, attempts to "stretch" oneself in the process of exploration, and evidence
of integration of personal experience with the substantive course material.
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Assignment Table
Week
1
Topic
Scientific Methods in Social
Psychology
The relationship between Social
Psychology and Clinical
Psychology
What is ‘difference’?
Essentialist & Social
Constructionist Perspectives
Master Statuses
Readings
Fiske, chs. 1& 2
Assignments
Video: Eye of the Storm
Exercise: Exploration of Master
Statuses
2
Constructing and Experiencing
Difference
Defining Oppression, Power,
Privilege, Stigma
3
Ordinary Personology &
Attribution Theory
The Social Self: Self &
Emotion; Self & Behavior
R.& T., Framework
Essays, Sections I, II
& III
R. & T., Readings
43, 45, 46, 48, 49, 50
Fiske, Chs. 3, 5
Course Packet, “The
Cultural
Consturction of Self
and Emotion”
Video: Matter of Honor
Video: “When Billy Broke His
Head”
Fiske, ch. 11
Course Packet,
“Oppression of
Elders: Past and
Present”
Fiske, Ch.4
R & T Readings 21,
22, 23, 40, 41, 42,
44, 56
Course Packet,
“Oppression of
People with
Disabilities”
Attitudes & Persuasion
Attitude formation & change
Fiske, ch. 6
R & T Readings 12-
4
Social Biases: Stereotyping,
Prejudice, & Discrimination
Experiencing Difference: Age
5
Social Cognition
Inferences & Heuristics
Schemas
Experiencing Difference:
Disability & Physical Difference
6
11
*
**Immersion
Project
Proposal Due**
Cognitive Dissonance Theory
Experiencing Difference: Social
Class
16, 36-39, 51
Exercise: Personal Exploration
on Social Class
7
Fiske, ch. 13
Social Influence: Conformity,
Bolden Gender
Obedience, & Compliance
Experiencing Difference: Sex & Handout (E-mail)
Gender
**Midterm
Distributed**
Guest Speakers: Society for the
Second Self (Tri-Ess)
Social Influence: Conformity,
Obedience, & Compliance
(cont.)
Experiencing Difference: Sex &
Gender (cont.)
Fiske, Ch. 13
R & T, Readings 911, 30-32, 55
9
Small Groups: Membership,
Socially Shared Cognition,
Performance & Conflict
Experiencing Difference: Race
& Ethnicity
Fiske, ch. 12
R. & T., Readings 18
10
Experiencing Difference: Race
& Ethnicity (cont.)
Rosenblum &
Travis, Readings 2429, 47, 52, 54, 57
8
Video: The Color of Fear
11
Attraction
Experiencing Difference: Sexual
Orientation
Fiske, ch. 7
Course Packet,
“Sexual Orientations
in Perspective,”
“Why Shouldn’t
Tommy and Jim
Have Sex?”
“Diverity and
Variability in
Women’s Sexual
Identities”
12
Close Relationships
Interdependence & Attachment
Fiske, Ch. 8
R & T, Readings 17-
12
**Midterm
Due**
Experiencing Difference: Sexual 20, 33-35, 53,
Orientation (cont.)
13
14
Video: Daddy & Papa
Aggression: Antisocial Behavior Fiske, ch. 10
Handouts, “A New
Experiencing Difference:
Religious America,”
Religion & Spirituality
“Religious
Diversity”
Helping & Prosocial Behavior
Bridging Differences
Student Presentations
Closure
**Immersion
Project Due**
Fiske, Ch. 9
R & T, Framework
Essay IV, Readings
58-62
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic
books and other content covering all academic subject areas including Business & Economics, Career &
General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied
Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s
website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also
be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific
research materials searchable in the Library Online Catalog. Catalog searching is easily limited to
individual campus collections. Alternatively, students can search combined collections of all Argosy
University Libraries. Students are encouraged to seek research and reference assistance from campus
librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for academic-level
research, searching periodical indexes and search engines, and evaluating and citing information. In the
tutorial, students study concepts and practice them through interactions. At the conclusion of each
module, they can test their comprehension and receive immediate feedback. Each module takes less than
20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the
learning process, Argosy University requires that the submission of all course assignments represent the
original work produced by that student. All sources must be documented through normal scholarly
references/citations and all work must be submitted using the Publication Manual of the American
Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association
(APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual
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(required in some courses) and become familiar with its content as well as consult the Argosy University
catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that
supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the
proper and appropriate referencing of all sources. You may be asked to submit your course assignments
through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop
writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted
papers to billions of pages of content and provides a comparison report to your instructor. This
comparison detects papers that share common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with
disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities
needs accommodations, the student must notify the Director of Student Services. Procedures for
documenting student disability and the development of reasonable accommodations will be provided to
the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is
approved or denied in writing via a designated form. To receive accommodation in class, it is the
student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to
protect student privacy, the Department of Student Services will not discuss the accommodation needs of
any student with instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and
educational experiences. Both the academic and training curricula are designed to provide an environment
in which students can develop the skills and attitudes essential to working with people from a wide range
of backgrounds.
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