PSYC354-01
Spring 2014 pg. 1
Psychology of Stigma
Psychology 354-01 | Spring 2014 | Haberlin 021 Beaven 335B
Tuesday, 1:00 – 3:30pm
Professor:
Office:
Phone:
Office Hours:
Email:
Stephenie Chaudoir, Ph.D.
Beaven 326
508.793.3620
Monday 1:00 – 3:00p, Wednesday 2:00 – 4:00p
schaudoi@holycross.edu
REQUIRED TEXTS
Brennert, A. (2003). Moloka’i. New York: St. Martin’s Press. [ISBN: 978-0-312-30435-5]
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. New York: Simon and
Schuster. [ISBN: 978-0671622442]
Solomon, A. (2012). Far from the tree: Parents, children, and the search for identity. New York: Scribner.
[ISBN: 978-0-7432-3671-3]
Additional pdfs will be available on Moodle.
COURSE DESCRIPTION AND GOALS
This course will provide you with the opportunity to more deeply understand the phenomenological
experience of stigmatization and to critically evaluate the empirical psychological literature examining
the causes and consequences of stigmatization.
Together, we will first explore definitions of stigma and consider several perspectives on the
psychological origins and functions of stigma within society. We will then consider the psychological
implications of living with stigmatized attributes that are visible—gender, race, and weight—and those
that are concealable—mental illness, sexual minority status, and HIV/AIDS. And, finally, we will evaluate
evidence-based solutions for ameliorating the deleterious effects of stigmatization and reducing
prejudice.
Along the way, this course will help you to develop a number of important scientific and intellectual
skills, including your ability to comprehend scientific studies and relevant theoretical concepts;
synthesize bodies of literature into parsimonious themes; and write and speak clearly about
psychological science. Furthermore, by engaging with narrative and empirical accounts of “difference,”
you will be challenged to cultivate greater empathy towards and understanding of all members of the
human family.
COURSE REQUIREMENTS
At the outset, it is important for you to keep in mind that this is a 300-level graduate-style seminar
course. This means that the “knowledge” we will learn will be gleaned through discourse—our
conversation and our writing—about the materials we engage with each week. Put differently, this
course is structured for “bottom-up” learning—whereby you will cull knowledge by grappling with a
variety of primary texts and searching for synthesis and insight among them—rather than “top-down”
learning—whereby a professor will synthesize knowledge from primary sources and then teach it to you.
Your performance in this course will be evaluated based on the following:
PSYC354-01
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1. Weekly readings, response papers, and class participation (240 points). Each week you will be
asked to complete several readings (i.e., journal articles, book chapters) and provide a written
narrative in which you analyze, synthesize, and/or evaluate the readings. It is also worth noting
that, at the 300-level, I expect that you should be able to read a set of texts and articulate a
thoughtful written response unaided by a specific prompt from me. At the 300-level, the questions
you choose to ask in your response papers are as significant as the answers you provide to address
them.
Response papers should be ~2 full pages of text, double-spaced, 12-point Times New Roman, 1”
margins (i.e., written in APA style). One of the goals of the written responses is to stimulate our inclass discussion. As such, I will ask that you email your response paper each Monday before 5:00
pm EST to the weekly leader (and myself) so that the discussion leader can review these responses
prior to our class meeting. Please also bring a hardcopy of your response paper to class with you for
review by myself and your peers.
In class, we will discuss the readings using a blend of open discussion and Socratic style
questioning. Your participation grade will be based on the frequency and quality of your
contributions.
2. Immersion activity (15 points). What does it feel like to be stigmatized? Some of us have ample
experience, while others of us have never really experienced stigma. In this immersion activity, I
will ask you to take on a “stigmatized” status for one day and reflect on this experience. You will be
asked to supply two possible ideas for your immersion activity, and then to conduct and reflect
upon one of them.
3. Leading discussion (25 points). Each student will be responsible for leading discussion for one week
during the semester. I will ask that you meet with me one to two weeks in advance of your
assigned week so that we can briefly discuss your ideas for how you will lead the class.
There are five main components of leading discussion:
a. Present relevant background information (e.g., important historical features, relevant
policy issues, prevalence, etiology) about your weekly topic.
b. Summarize student weekly responses and outline points for discussion. You will be
responsible for leading the class discussion, so you need to come prepared with discussion
topics and be an “expert” on the topic. What were the main themes that came up in
students’ response papers? What are the major methodological and conceptual issues or
themes that come up in the weekly readings? Etc.
c. Present one outside empirical study that you believe expands our knowledge on the weekly
topic. Using PsycInfo, please find one additional empirical research article published in the
last 5 years from the recommended list of journals that relates to the weekly topic, read it,
and be prepared to present information about the article to the class.
d. Present one “real-world” example (e.g., news articles, music, movies/TV, websites, blogs,
YouTube videos) that you believe expands our knowledge on the weekly topic and explain
your rationale.
e. Write a ~2 page synthesis in which you narrate and provide rationale for items A – D above.
In essence, you are writing a weekly response paper which also integrates a narrative
describing how and why you structured the class in the way you did.
PSYC354-01
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4. Capstone Project (CP; 130 points). At the culmination of this course, you will be a veritable
“expert” in stigma. You will be asked to write a 12-15 page paper as the capstone requirement of
the class—a way for you to bring together relevant literature from across the topics of the course
and learn a lot about one specific topic. Your paper can be in one of two formats: (1) literature
review, or (2) research proposal. You will be asked to submit your manuscript to the Chaudoir
Stigma Journal (CSJ) for publication. Your paper will undergo peer review and you will receive
feedback about how to improve your manuscript for publication in this journal.
There are five portions of the CP:
CP1: Topic choice
CP2: Annotated bibliography
CP3: Manuscript Submission
CP4: Peer Review
CP5: Manuscript Revisions
5. CJ Pascoe Talk (10 points). Your attendance is required at one outside talk this semester. On
Wednesday, April 2 at 7:00pm (Rehm Library), Sociologist CJ Pasco will be giving a talk entitled,
“Notes on a Moral Masculinity: Rethinking Relationships between Homophobia, Heterosexism and
Sexual Violence.” You will be asked to attend the talk and write a 1-page response paper.
Assignment
Weekly response papers (10 points) and
class discussion (10 points)
Immersion activity idea description (5
points) and write up (10 points)
Leading discussion
CJ Pascoe Talk
Point value
240
Due date
Every week for 12 weeks
15
CP1: Topic choice
CP2: Annotated bibliography
CP3: Manuscript submission
CP4: Peer review
10
20
50
10
2/4: Two idea descriptions
2/11 Write-up due
Varies
4/2 (Lecture in Rehm Library)
4/7 (Write up due)
2/28 (Friday, 5:00pm)
3/14 (Friday, 5:00pm)
4/4 (Friday, 5:00pm)
4/11 (Friday, 5:00pm)
Feedback received by 4/22
Thursday, 5/8 – 5:30p
CP5: Manuscript revisions
Final Percentage
93.00 – 100.00%
90.00 – 92.99%
87.00 – 89.99%
83.00 – 86.99%
80.00 – 82.99%
77.00 – 79.99%
73.00 – 76.99%
70.00 – 72.99%
67.00 – 69.99%
60.00 – 66.99%
25
10
40
Total Points 420
Final Grade
A
AB+
B
BC+
C
CD+
D
PSYC354-01
Spring 2014 pg. 4
59.99% or below
F
Notes: Please keep in mind that I do not round up grades. The course percentage you earn determines
the final course grade you receive. Also, note that I do not apply any special weighting of grades, so you
can always calculate your current course grade (total points earned / total points possible) so that you
know where you stand in this course.
OTHER IMPORTANT POLICIES
No Late Assignments
Much of your life’s success depends on being able to produce “deliverables” in a specified amount of
time. In order to help you refine your ability to meet deadlines, I have a strict NO LATE ASSIGNMENTS
policy. I will not accept any late assignments unless you have an appropriately documented emergency
situation.
Academic Dishonesty
Per college guidelines, I enforce ZERO TOLERANCE for academic dishonesty. Any instance of academic
dishonesty will result in a grade of zero for the assignment or exam. All instances of academic
dishonesty will be reported to the department chair and Class Dean who will administer the procedures
outlined in the College’s official Academic Honesty Policy which may result in further penalization. For
further information, visit this document: http://www.holycross.edu/catalog/academic-honestypolicy.pdf
 Plagiarism is the act of taking the words, ideas, data, illustrative material, or statements of
someone else, without full and proper acknowledgment, and presenting them as one’s own.
 Cheating is the use of improper means or subterfuge to gain credit or advantage. Forms of
cheating include the use, attempted use, or improper possession of unauthorized aids in any
examination or other academic exercise submitted for evaluation; the fabrication or falsification
of data; misrepresentation of academic or extracurricular credentials; and deceitful
performance on placement examinations. It is also cheating to submit the same work for credit
in more than one course, except as authorized in advance by the course instructors, or to submit
the same work completed by anyone other than oneself.
 Collusion is assisting or attempting to assist another student in an act of academic dishonesty.
Absences
This class meets only once per week, and in-class participation is a primary source of your grade. For
that reason, it will be quite challenging for you to earn a strong grade in this class if you are absent at all
during the semester. If you encounter a unique life circumstance (e.g., medical emergency, death in the
family) that prevents you from attending class, I ask that you contact me as soon as possible to make
reasonable accommodations. If you have a planned absence for any reason (e.g., participation in
college-sponsored athletic events), you should also contact me as soon as possible but no later than two
weeks in advance of the anticipated absence.
Educational Accommodations
My goal is to create a classroom environment that is conducive to everyone’s success. If there is an
accommodation that will optimize your learning experience, please provide me with appropriate
documentation from the Office of Disability Services. If you require special accommodations for exams,
please contact me at least two weeks in advance in order to make appropriate arrangements.
PSYC354-01
Spring 2014 pg. 5
COURSE SCHEDULE
SECTION I: INTRODUCTION TO STIGMA
Week 1, 1/21: Introductions
Week 2, 1/28: Defining Stigma
Leader: Chaudoir
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity (Chapter 1). New York: Simon
and Schuster.
Dovidio, J. F., Major, B., & Crocker, J. (2000). Stigma: Introduction and overview. In T. Heatherton, R.
Kleck, M. Hebl, & J. Hull (Eds.), The Social Psychology of Stigma (pp. 1-30). New York: Guilford
Press.
Link, B. G., & Phelan, J. C. (2001). Conceptualizing stigma. Annual Review of Sociology, 27, 363-385. doi:
10.1146/annurev.soc.27.1.363
Week 3, 2/4: Origins/functions of stigma
Leader: Maggie
Brennert, A. (2003). Moloka’i (Ch. 1-4). New York: St. Martin’s Press.
Jordan, C. H., & Zanna, M. P. (1999). How to read a journal article in social psychology. In R. F.
Baumeister (Ed.), The Self in Social Psychology (pp. 461-470). Philadelphia, PA: Psychology Press.
Stangor, C., & Crandall, C. S. (2000). Threat and social construction of stigma. In T. Heatherton, R. Kleck,
M. Hebl, & J. Hull (Eds.), The Social Psychology of Stigma (pp. 62-87). New York: Guilford Press.
Schaller, M., & Park, J. H. (2011). The behavioral immune system (and why it matters). Current Directions
in Psychological Science, 20, 99-103. doi: 10.1177/0963721411402596
Fein, S. & Spencer, S. J. (1997). Prejudice as self-esteem maintenance: Affirming the self through
derogating others. Journal of Personality and Social Psychology, 73, 31-44.
Becker, J. C., Wagner, U., & Christ, O. (2011). Consequences of the 2008 financial crisis for intergroup
relations: The role of perceived threat and causal attributions. Group Processes & Intergroup
Relations, 14, 871-885. doi: 10.1177/1367430211407643
NOTE: You do not need to reference Jordan and Zanna (1999) in your response paper.
Week 4, 2/11: How to write like a scientist
Leader: Chaudoir
Hoffman, A. H. (2010). Scientific writing and communication: Papers, proposals, and presentations (Ch.
2, 4, 6). New York: Oxford University Press.
University of Washington Psychology Writing Center. (2010). APA style citations and references: A guide
for psychology undergraduates. Retrieved from
http://www.psych.uw.edu/writingcenter/writingguides/pdf/citations.pdf
PSYC354-01
Spring 2014 pg. 6
SECTION II: VISIBLE STIGMATIZED IDENTITIES
Week 5, 2/18: Women, Part 1—Sexism
Leader: Jackie
Brennert, A. (2003). Moloka’i (Ch. 5-9). New York: St. Martin’s Press.
Logel, C., Walton, G. M., Spencer, S. J., Iserman, E. C., von Hippel, W., & Bell, A. E. (2009). Interacting
with sexist men triggers social identity threat among female engineers. Journal of Personality
and Social Psychology, 96, 1089-1103. doi: 10.1037/a0017300
Murphy, M. C., Steele, C. M., & Gross, J. J. (2007). Signaling threat: How situational cues affect women in
math, science, and engineering settings. Psychological Science, 18, 879-885. doi: 10.1111/j.14679280.2007.01995.x
Rudman, L. A., & Fairchild, K. (2004). Reactions to counterstereotypic behavior: The role of backlash in
cultural stereotype maintenance. Journal of Personality and Social Psychology, 87, 157-176.
doi:10.1037/0022-3514.87.2.157
Dardenne, B., Dumont, M., & Bollier, T. (2007). Insidious dangers of benevolent sexism: Consequences
for women’s performance. Journal of Personality and Social Psychology, 93, 764-779. doi:
10.1037/0022-3514.93.5.764
Week 6, 2/25: Women, Part 2—Sexual objectification
Leader: Devon
Brennert, A. (2003). Moloka’i (Ch. 10-16). New York: St. Martin’s Press.
Levy, A. (2005). Female chauvinist pigs: Women and rise of raunch culture (Chapter 1, pp. 7-45). New
York, NY: Free Press.
Fredrickson, B. L.; Roberts, T.A., Noll, S. M., Quinn, D. M., & Twenge, J. M. (1998). That swimsuit
becomes you: Sex differences in self-objectification, restrained eating, and math performance.
Journal of Personality and Social Psychology, 75, 269-284. doi: 10.1037/h0090332
Bernard, P., Gervais, S. J., Allen, J., Campomizzi, S., & Klein, O. (2012). Integrating sexual objectification
with object versus person recognition: The sexualized-body-inversion hypothesis. Psychological
Science, 23, 469-471. doi: 10.1177/0956797611434748
Saguy, T., Quinn, D. M., Dovidio, J. F., & Pratto, F. (2010). Interacting like a body: Objectification can lead
women to narrow their presence in social interactions. Psychological Science, 21, 178-182. doi:
10.1177/0956797609357751
Week 7, 3/11: Race, Part 1—Individual effects
Leader: Tyler
Brennert, A. (2003). Moloka’i (Ch. 17-Endnote). New York: St. Martin’s Press.
Steele, C.M. (1997). A threat in the air: How stereotypes shape intellectual identity and
performance. American Psychologist, 52, 613-629. doi: 10.1037/0003-066X.52.6.613
Inzlicht, M., McKay, L., & Aronson, J. (2006). Stigma as ego depletion: How being the target of prejudice
affects self-control. Psychological Science, 17, 262-269. doi: 10.1111/j.1467-9280.2006.01695.x
Cook, J. E., Arrow, H., & Malle, B. F. (2011). The effect of feeling stereotyped on social power and
inhibition. Personality and Social Psychology Bulletin, 37, 165-180. doi:
10.1177/0146167210390389
Week 8, 3/18: Race, Part 2—Interpersonal effects
Leader: Meesh
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity (Chapter 2). New York: Simon
and Schuster.
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Spring 2014 pg. 7
Hebl, M. R., Tickle, J., & Heatherton, T. F. (2000). Awkward moments in interactions between
stigmatized and nonstigmatized individuals. In T. Heatherton, R. Kleck, M. Hebl, & J. Hull (Eds.),
The Social Psychology of Stigma (pp. 275-306). New York: Guilford Press.
Richeson, J. A., & Shelton, J. N. (2007). Negotiating interracial interactions: Costs, consequences, and
possibilities. Current Directions in Psychological Science, 16, 316-320. doi: 10.1111/j.14678721.2007.00528.x
Kaiser, C. R. & Miller, C. (2001). Stop complaining! The social costs of making attributions to
discrimination. Personality and Social Psychology Bulletin, 27, 254-263.
doi: 10.1177/0146167201272010
Week 9, 3/25: Writing a Manuscript Outline/Draft
Leader: Chaudoir
Dunn, D. S. (2012). The Practical Researcher: A Student Guide to Conducting Psychological Research.
Hoboken, NJ: Wiley-Blackwell.
University of Washington Psychology Writing Center. (2010). Participating in peer review. Retrieved
from: http://www.psych.uw.edu/writingcenter/writingguides/pdf/peerrev.pdf
Week 10, 4/1: Weight
Leader: Shaniquea
Solomon, A. (2012). Far from the tree: Parents, children, and the search for identity (Ch. 1 - Son). New
York: Scribner.
Miller, C. T., & Myers, A. M. (1998). Compensating for prejudice: How heavyweight people (and others)
control outcomes despite prejudice. In J. K. Swim & C. Stangor (Eds.), Prejudice: The Target’s
Perspective (pp. 191-218). San Diego, CA: Academic Press.
Neel, R., Neufeld, S. L., & Neuberg, S. L. (2013). Would an obese person whistle Vivaldi? Targets of
prejudice self-present to minimize appearance of specific threats. Psychological Science, 24,
678-687. doi: 10.1177/0956797612458807
Engber, D. (2009). Glutton intolerance: What if a war on obesity only makes the problem worse? Slate.
Pryor, J. B., Reeder, G. D., & Monroe, A. E. (2012). The infection of bad company: Stigma by association.
Journal of Personality and Social Psychology, 102, 224-241. doi: 10.1037/a0026270
SECTION III: CONCEALABLE STIGMATIZED IDENTITIES
Week 11, 4/8: General implications
Leader: Grace
Solomon, A. (2012). Far from the tree: Parents, children, and the search for identity (Ch. 5 - Autism). New
York: Scribner.
Pachankis, J. E. (2007). The psychological implications of concealing a stigma: A cognitive-affectivebehavioral model. Psychological Bulletin, 133, 328-345. doi: 10.1037/0033-2909.133.2.328
Chaudoir, S. R., & Fisher, J. D. (2010). The disclosure processes model: Understanding disclosure
decision-making and post-disclosure outcomes among people living with a concealable
stigmatized identity. Psychological Bulletin, 136, 236-256. doi:10.1037/a0018193
Quinn, D. M., & Chaudoir, S. R. (2009). Living with a concealable stigmatized identity: The impact of
anticipated stigma, centrality, salience, and cultural stigma on psychological distress and health.
Journal of Personality and Social Psychology, 97, 634-651. doi:10.1037/a0015815
Week 12, 4/15: Mental Illness & Sexual Orientation
PSYC354-01
Spring 2014 pg. 8
Leader: Liz + Andrea
Solomon, A. (2012). Far from the tree: Parents, children, and the search for identity (Ch. 6 Schizophrenia). New York: Scribner.
Hatzenbuehler, M. L. (2011). The social environment and suicide attempts in lesbian, gay, and bisexual
youth. Pediatrics. 127, 896-903. doi: 10.1542/peds.2010-3020
Quinn, D. M., Kahng, S. K., & Crocker, J. (2004). Discreditable: Stigma effects of revealing a mental illness
history on test performance. Personality and Social Psychology Bulletin, 30, 803-815.
doi:10.1177/0146167204264088
Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations:
Conceptual issues and research evidence. Psychological Bulletin, 129, 674-697.
doi: 10.1037/0033-2909.129.5.674
Hatzenbuehler, M. L., Nolen-Hoeksema, S., & Dovidio, J. (2009). How does stigma “get under the skin”?
Psychological Science, 20, 1282 -1289. doi:10.1111/j.1467-9280.2009.02441.x
Week 13, 4/22: HIV/AIDS
Leader: Cassie
Solomon, A. (2012). Far from the tree: Parents, children, and the search for identity (Ch. 11 Transgender). New York: Scribner.
Hoffman, R. (2009). Why AIDS stigma is as deadly as the virus itself. POZ Magazine.
Pryor, J.B., Reeder, G.D., Yeadon, C., & Hesson-Mclnnis, M. (2004) A dual-process model of reactions to
perceived stigma. Journal of Personality and Social Psychology, 87, 436-452. doi: 10.1037/00223514.87.4.436
Earnshaw, V. E., & Chaudoir, S. R. (2009). From conceptualizing to measuring HIV stigma: A review of HIV
stigma mechanisms measures. AIDS and Behavior, 13, 1160-1177. doi:10.1007/s10461-0099593-3
NOTE: You can skip the psychometric section of the above paper.
Miller, C. T., Grover, K. W., Bunn, J. Y., & Solomon, S. E. (2011). Community norms about suppression of
AIDS-related prejudice and perceptions of stigma by people with HIV or AIDS. Psychological
Science, 22, 579-583. doi: 10.1177/0956797611404898
SECTION IV: PUTTING IT ALL TOGETHER
Week 14, 4/29: Implications, interventions, and future directions
Leader: Roela
Solomon, A. (2012). Far from the tree: Parents, children, and the search for identity (Ch. 12- Parent). New
York: Scribner.
Turner, R. N., Hewstone, M., & Voci, A. (2007). Reducing explicit and implicit outgroup prejudice via
direct and extended contact: The mediating role of self-disclosure and intergroup anxiety.
Journal of Personality and Social Psychology, 93, 369-388. doi:10.1037/0022-3514.93.3.369
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A socialpsychological intervention. Science, 313, 1307-1310. doi: 10.1126/science.1128317
Hall, C. C., Zhao, J., & Shafir, E. (2013). Self-affirmation among the poor: Cognitive and behavioral
implications. Psychological Science. Advance online publication. doi:
10.1177/0956797613510949
Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and
its effect on the malleability of automatic gender stereotyping. Journal of Experimental Social
Psychology, 40, 642-658. doi: 10.1016/j.jesp.2004.02.003