Psychology 430, Cross-Cultural Psychology
St. Cloud State University
Professor: Joseph Melcher, Ph.D.
Office: 1C Whitney House (basement)
Phone: 308-2188 (has voice mail)
Email: jmmelcher@stcloudstate.edu
Office hrs: Thursdays, 12:30-2:30
Course description
Culture—which comprises much of the "nurture" part of the old "nature versus nurture" debate—has numerous powerful influences on human affect, behavior and cognition. This course will provide a survey of psychological issues that have, more or less recently, been explored in terms of how they influence individuals and groups within cultures. It will also explore cross-cultural and multicultural issues involving human understanding of individuals from different cultures, both between and within societies. This course will be appropriate for any students who wish to gain insight into cultural influences on perception, behavior, communications, attitudes, and values. It would be appropriate for students in a variety of majors, including psychology, anthropology, sociology, human relations, and ethnic studies, business, and marketing.
Methodological issues of cross-cultural research will be discussed; students will conduct a cross-cultural interview. Students will be encouraged to examine their own culture in regards to these differences, as well as their own behavior, communication, attitudes, and values. We will cover traditional topics in psychology (cognition, perception, abnormal, social, etc.) from a cross-cultural perspective, but with more emphasis on studies and theories that address applied aspects of cross-cultural psychology, such as bicultural identity development, culture shock in relocated employees, cognitive effects of bilingualism, acculturation and assimilation in immigrant groups, and the psychological effects of stereotyping and racism.
The course will be taught seminar-style, with little in the way of lecture, but plenty of student-involvement and leadership in discussion, in-class exercises, demonstrations, videos, out-of-class activities, primary source readings, and a term paper. Each student will prepare a presentation about a relevant scholarly article or book chapter of their choosing. All students are expected to contribute to class discussions.
Course objectives. As a result of taking this course, you should be able to:
· Outline the major issues, theories, and research findings related to how culture influences group and individual psychology;
· Describe the predominant theoretical approaches and research methods;
· Become well-versed in a cross-cultural psychology topic by writing a literature review;
· Relate aspects of the topic to aspects of your personal experience in a multicultural society;
· Understand the advantages of, and limitations to, using psychology to understand culture.
Required text
1) Shiraev, E. & Levy, D. (2007). Cross-cultural psychology: Critical thinking and contemporary applications, (3rd ed.), ISBN: 0-205-47432-2. Allyn & Bacon.
Student Learning Outcomes for this course
In addition to content-specific goals, this course is designed to meet the following Psychology Department student learning goals (see http://www.stcloudstate.edu/psychology/outcomes.asp) listed below (with a strong emphasis, of course, on Goal 8. There are many goals because this is a capstone course.
Goal 1. Theory and Content of Psychology
Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. Students will be able to:
1.4 Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology:
a. theory and research representing each of the following four general domains:
(1) learning and cognition
(2) individual differences, psychometrics, personality, and social processes,
including those related to sociocultural and international dimensions
Goal 2. Research Methods in Psychology
Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation. Students will be able to:
2.2 Explain different research methods used by psychologists.
a. Describe how various research designs address different types of questions and hypotheses
b. Articulate strengths and limitations of various research designs
Goal 3. Critical Thinking Skills in Psychology
Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible,
the scientific approach to solve problems related to behavior and mental processes. Students will be able to:
3.1 Use critical thinking effectively.
a. Evaluate the quality of information, including differentiating empirical evidence from speculation and
the probable from the improbable
b. Identify and evaluate the source, context, and credibility of information
c. Recognize and defend against common fallacies in thinking
d. Avoid being swayed by appeals to emotion or authority
e. Evaluate popular media reports of psychological research
f. Demonstrate an attitude of critical thinking that includes persistence, open-mindedness, tolerance for ambiguity and intellectual engagement
g. Make linkages or connections between diverse facts, theories, and observations
3.2 Engage in creative thinking.
a. Intentionally pursue unusual approaches to problems
b. Recognize and encourage creative thinking and behaviors in others
c. Evaluate new ideas with an open but critical mind
Goal 4. Application of Psychology
Students will understand and apply psychological principles to personal, social, and
organizational issues. Students will be able to:
4.3 Articulate how psychological principles can be used to explain social issues and inform public policy.
a. Recognize that sociocultural contexts may influence the application of psychological principles in solving social problems
b. Describe how applying psychological principles can facilitate change
Goal 5. Values in Psychology
Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values
that are the underpinnings of psychology as a science. Students will be able to:
5.1 Recognize the necessity for ethical behavior in all aspects of the science and practice of psychology.
5.2 Demonstrate reasonable skepticism and intellectual curiosity by asking questions about causes of behavior.
5.3 Seek and evaluate scientific evidence for psychological claims.
5.4 Tolerate ambiguity and realize that psychological explanations will often be complex and tentative.
5.5 Recognize and respect human diversity and understand that psychological explanations may vary across populations and contexts.
5.7 Understand the limitations of their psychological knowledge and skills.
Goal 6. Information and Technological Literacy
Students will demonstrate information competence and the ability to use computers and other
technology for many purposes. Students will be able to:
6.1 Demonstrate information competence at each stage in the following process:
a. Formulate a researchable topic that can be supported by database search strategies
b. Locate and, choose relevant sources from appropriate media, which may include data and perspectives outside traditional psychology and Western boundaries
c. Use selected sources after evaluating their suitability based on
--appropriateness, accuracy, quality, and value of the source
--potential bias of the source
--the relative value of primary versus secondary sources, empirical versus non-empirical sources, and peer-reviewed versus nonpeer-reviewed sources
d. Read and accurately summarize the general scientific literature of psychology
6.3 Use information and technology ethically and responsibly.
a. Quote, paraphrase, and cite correctly from a variety of media sources
b. Define and avoid plagiarism
c. Avoid distorting statistical results
6.4 Demonstrate these computer skills:
a. Use basic word processing, database, email, spreadsheet, and data analysis programs
b. Search the World Wide Web for high quality information
c. Be able to use scholarly databases, particularly PsychInfo, to search for high quality information.
Goal 7. Communication Skills. Students will be able to communicate effectively in a variety of formats. Students will be able to:
7.1 Demonstrate effective writing skills in various formats (e.g., essays, correspondence, technical papers, note taking) and for various purposes (e.g., informing, defending, explaining, persuading, arguing, teaching).
a. Demonstrate professional writing conventions (e.g., grammar, audience awareness, formality) appropriate to purpose and context
b. Use APA style effectively in empirically-based reports, literature reviews, and theoretical papers
7.2 Demonstrate effective oral communication skills in various formats (e.g., group discussion, debate, lecture) and for various purposes (e.g., informing,. defending, explaining, persuading, arguing, teaching).
7.4 Demonstrate effective interpersonal communication skills.
a. Listen accurately and actively
b. Articulate ideas thoughtfully and purposefully
Goal 8. Sociocultural and International Awareness. Students will recognize, understand, and respect the complexity of sociocultural and international diversity.
Students will be able to:
8.1 Interact effectively and sensitively with people from diverse backgrounds and cultural perspectives.
8.2 Examine the sociocultural and international contexts that influence individual differences.
8.3 Explain how individual differences influence beliefs, values, and interactions with others and vice versa.
8.4 Understand how privilege, power, and oppression may affect prejudice, discrimination, and inequity.
8.5 Recognize prejudicial attitudes and discriminatory behaviors that might exist in themselves and others.
Goal 9. Personal Development
Students will develop insight into their own and others’ behavior and mental processes and apply
effective strategies for self-management and self-improvement. Students will be able to:
9.1 Reflect on their experiences and find meaning in them.
a. Identify their personal and professional values
b. Demonstrate insightful awareness of their feelings, emotions, motives, and attitudes based on psychological principles
9.4 Display high standards of personal integrity with others.
Grading
Grades will be based on the following components, worth 240 pts:
· Class participation (40 pts @ 4 pts per contribution to discussions)
· Research article presentation (2 @ 30 pts each)
· Individual cross-cultural exploration exercises (60 pts @ 6 pts per satisfactory effort; partial credit may be given. You must turn in 10 of 13 available)
· Term paper peer review (50 pts)
· Term paper (literature review) (100 pts)
· Chapter questions/comments (10 pts @ 1 point per satisfactory set)
Assignments
Research article presentations. At the beginning of the term, choose two topics from the text chapters and sign up to present a research-based article related to that topic. I will randomly assigned you with a partner with whom you will work. The partners will choose two related articles, read them, discuss them together, then develop a presentation and facilitate a discussion about what you learned from the articles. In your presentation you should: 1) State the research goal and hypothesis; 2) detail how the author(s) tested the hypothesis; 3) present the main results; 4) evaluate the weaknesses and strengths of the work; and 5) take questions about the research. The presentation and discussion should take about 30 minutes, so make sure the articles are substantial enough. You must provide everyone with a written summary of items 1-3, above. I suggest that you choose an article from the textbook chapter, but it does not need to be. To find the second article, select one from the References section, or use that article as the starting point for a citation search in PsychInfo ( in order to find follow-up work that cited the starting article).
Term paper. Write a 10-12 page paper (excluding title page and References section) related to any of the course topics. In it, you will explore the literature related to some aspect of the influence of culture on human psychology. It should include at least eight (8) academic sources, not including the textbook. You may use articles from your research article presentations. One useful website is a collection of cross-cultural readings maintained at Western Washington University (http://www.ac.wwu.edu/~culture/readings.htm). Although I encourage using it as a source of information and ideas, you may not reference Wikipedia. IMPORTANT: Drafts will be distributed for peer review at the beginning of class on April 24. Late drafts will not be accepted unless you have a doctor’s note, etc.
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Note on the Upper Division Writing Requirement (UDWR): This term paper for this course satisfies the Psychology UDWR criteria, which basically state that satisfactory work on the term paper indicates that the student is able to write in a manner that is consistent with the stylistic and communicative standards of our discipline. As such, it requires use of information technology (word processing; PsychInfo), APA style, and solid writing (grammar, organization, coherence, etc.). I will provide you with a rubric to guide your writing and peer reviews. This will correspond exactly to how I will assess your final paper).
Class participation: This course requires participation in the form of asking questions, making comments, stating ideas, offering examples, and participating in “talking stick” circles. I will record participation. You must make at least 10 contributions (not including article presentations).
“Talking stick” circles: This native American custom facilitates speech and—most importantly—listening. There are two rules: 1) Only the person holding the talking stick may speak. She or he has the power of words. 2) When the stick comes to you, you may choose to pass it on without speaking (though you will not receive participation credit). Traditionally, the talking stick is in the process of making judicial purposes or other important decisions. I will therefore use it sparingly.
Cross-cultural exploration exercises in Goldstein: You will be required to participate in exercises that introduce and deepen your understanding of issues in cross-cultural psychology, most of them out of class and some in-class. Your responses and experiences will form the basis of class discussions. Because there are so many, I will only spot-check them for completeness and grade them as satisfactory or unsatisfactory.
Chapter questions/comments: On the first day of each chapter (for chapters 2-12) turn in three (3) questions and/or comments that you had while reading the material. They should be thoughtful questions or insightful comments—not simply factual questions. The idea is that you can bring up your questions and comments during class discussions. You can miss/skip one chapter without penalty. BRING TWO COPIES… one to turn in at the beginning of class, the other for you to use.
Psychology
department senior survey: Beginning in 2006, the department
instituted a required graduating senior exit survey as part of our program
assessment plan. (Capstone students qualify as “graduating”.) The survey
provides a way to regularly gather student feedback about various aspects of
the program. In order for the feedback to be as accurate as possible, it is
critical that all graduates complete it. For this reason, I will not release your grade until you have completed
the survey. The survey—in D2L—cannot be anonymous because I would not be
able to see who did/did not complete it. However, be assured that your
responses will not affect your relationship to the Psychology Department in any
way. They are, in general, reviewed by the departmental assessment committee in
aggregate form. Previous years’ respondents have been most frank and generous
with their responses.
Schedule of topics, readings, & assignments
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Date
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Reading(s) (Shiraev & Levy text) |
From the Goldstein text (copied supplied where necessary): Bolded assignments are mandatory, done independently, and turned in on the first day of the unit. Italicized exercises will be done in class. Underlined exercises are surveys in D2L; do them before class. |
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Jan 17 |
Introductions |
Exercises 1.1; 1.2; GPI |
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Jan 22, Jan 24
Jan 31 |
Ch. 1, Understanding Cross-Cultural Psychology |
1.10 1.6 1.8; 1.9 |
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Feb 5 Feb 7 |
Ch. 2, Methods of Cross-Cultural Research |
2.10 2.1 Research report by JM |
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Feb 12 Feb 14 |
Ch. 3., Critical Thinking in Cross-Cultural Psych |
2.4 2.3 Research report by JM |
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Feb 19
Feb 26 |
Ch. 4, Cognition: … |
3.5 3.1 Research report(s) |
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Feb 28 Mar 11 |
Ch. 5, Intelligence |
3.7 Research report(s) |
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Mar 13 Mar 18 |
Ch. 6, Emotion |
5.7 Research report(s) |
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NO CLASS: Begin work on literature review! |
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Mar 25 Mar 27 |
Ch. 7, Motivation & Behavior |
6.1 6.4 Research report(s) |
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Apr 1 Apr 3 |
Ch. 8, Human Development and Socialization |
4.1; 5.1 4.4; Research report(s) |
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Apr 8 Apr 10 |
Ch. 9, Psychological Disorders |
6.10 6.5, 6.6; Research report(s) |
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Apr 15 Apr 17 |
Ch. 10, Social Perception and Social Consciousness |
5.5 5.2; Research report(s) |
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Apr 22 Apr 24 |
Ch. 11, Social Interaction Draft lit reviews due today (2 copies; use last 4 digits of Tech ID instead of name) |
7.7 4.2; 8.1; Research report(s) |
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Apr 29 May 1 |
Ch. 12, Applied Cross-Cultural Psychology Return commented/graded drafts today! |
9.6; 6.3 (respond to any one of the situations) 9.5; Research report(s) |
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May 8 5 p.m. |
Final draft of literature review due in D2L dropbox; reviewers’ copies and rubrics MUST be returned to me (drop off in Psych office with request to be put in my box). REPLACE your code with your name. |
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Grading
Letter grades will be assigned according to the official SCSU percentage scale, as follows.
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100 ‑ 98.0% = A+ 97.9 ‑ 95% = A 94.9 ‑ 91% = A‑
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90.9 ‑ 88% = B+ 87.9 ‑ 85% = B 84.9 ‑ 81% = B‑
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80.9 ‑ 78% = C+ 77.9 ‑ 74% = C 73.9 ‑ 70% = C‑
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69.9 ‑ 65% = D+ 64.9 ‑ 60% = D 59.9 ‑ 55% = D‑ < 55% = F |
Syllabus changes: I reserve the right to make reasonable adjustments to the syllabus as may be necessary or desirable to accommodate class needs, scheduling, etc.