Cross-Cultural Psychology
PSYC 372/681 | Midway Campus Room 104 | Tuesdays 6:00 PM – 9:20 PM
Instructor: Kerry Kleyman
Phone: 651.999.5833 | Fax: 651.999.5822
Email: kerry.kleyman@metrostate.edu
Office: Midway Center, Suite 101, 1450 Energy Park Drive, St. Paul, MN 55108-5218
Office Hours: By Appointment
Required Textbook:
1. Shiraev, E.B., & Levy, D.A. (2013). Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (5th Ed.). Boston: Allyn & Bacon.
2. Additional and Optional Readings assigned on a weekly basis and available on D2L.
Course Description
This course offers an advanced investigation of cross-cultural psychology, a field that uses methods and
theoretical ideas from psychology as tools to help understand cultural effects on human psychology, with a
focus on the individual. It will examine psychological diversity and the links between cultural norms and
individual behavior. It will also examine the ways in which particular individual human activities are influenced
by social and cultural forces. Psychological concepts, such as cognition, intelligence, emotion, motivation and
behavior will be applied to issues in human development, social perception, social interaction and psychological
disorders. Exploring cross-cultural psychology in detail enables students to apply the scientific method to
comparative methods that establish psychological universals.
Course Objectives
1. To acquaint students with the most important theoretical and research developments in cross-cultural
psychology during the past thirty years.
2. To examine the concepts and processes necessary for cross-cultural research.
3. To help students understand and think critically about the various manifestations of prejudice in our society
and help apply the psychological perspectives for reducing prejudice to our everyday life.
4. To help students understand behavioral differences in individuals among various cultural groups.
5. To help students understand their own cultural backgrounds and the dynamics of their cross-cultural
experience, discovering cultural and psychological variations which are not present in their own cultural
experience.
6. To illustrate the impact of cross-cultural studies on the development of psychology as a discipline.
7. To improve intercultural communication.
8. To integrate theory and lessons from research into a coherent schema to guide field research and
interventions in intercultural situations.
9. To introduce cross-cultural theoretical frameworks.
A short letter to the students
This syllabus constitutes a “contract” between me, as the instructor, and you, as the student, and thus it
requires a clear and comprehensive understanding of what my expectations are of both you and myself. If there
is anything that you are unclear about, please approach me immediately so I can clarify any issues. I strongly
encourage participation and questions, and because of the sensitive nature of some topics in psychology,
encourage students to be open and sensitive to their peers. Any harmful or insensitive comments may result in
the student receiving a failing grade.
Assignments, Exams, Attendance and Participation
Readings
Students are expected to read all the required materials, and be prepared to discuss readings in class. All
required reading materials, whether discussed in lecture or not, may show up on quizzes. If it is clear that
students are not doing the required readings, the instructor may institute pop quizzes on the readings, and
assign them a significant point value. The point: Do the readings….they are interesting!
UNDERGRAD ASSIGNMENTS AND EXAMS
Assignments
Throughout the semester, there will be several short written assignments. Assignments are sometimes
unconventional and more fun than simply writing a paper, however, you should always pay close attention to
the specific directions. Assignments are typically given at the beginning or end of class. If you are not there, you
should contact a classmate to make sure you are caught up. Not turning in an assignment because you didn’t
know there was one is not an acceptable excuse and cannot be made up.
Term Integration Paper
The integration paper should focus on the materials covered in the course. Specifically, the paper will center on
analyzing a cross-cultural topic from three core areas (i.e. development, depression, cognition, etc.). For
example, you could choose child attachment, and then analyze this topic and some of the major research from
perspectives of language, gender and development. You should be prepared to fully integrate concepts from the
readings and lectures into your paper to create a seamless analysis of your topic. You should get topic approval
from instructor by the week of the mid-term.
The format of the papers should follow APA style (6th ed.). The length of each paper should be a minimum of 10
pages and a maximum of 12 double-spaced pages, approx. 12 point font, 1” margins. The papers will be graded
based on the breadth of the literature you are able to integrate, on the originality and quality of the analysis,
and the quality of writing. Multiple instances of spelling and grammatical errors will result in automatically
losing 10% of the points.
Take Home Exams
There will be two large exams consisting of essay questions. Exams will contain materials from any required
readings, lecture materials, and in class videos or activities. If a topic is in the book, but not covered in lecture, it
may still show up on the exams. No late exams will be allowed unless discussed prior to exam date with the
instructor.
GRAD ASSIGNMENTS AND PAPERS
Lead Article Discussant
Regularly during the semester, you will briefly discuss one of the assigned papers. Since most of the time,
all in the room have read the paper, focus on the implications of the article, how it may relate to other
literature we have read, and share your criticism of it. You should thoughtfully prepare a 10-15 minute
abbreviated lecture on a short summary, the high points, applications, with a focus on theory, and also
have 1-2 discussion questions (which should actually spark discussion!). Powerpoints are strongly
suggested. You are expected to do a total of three of these throughout the semester.
Reaction Papers
Every student is required to write weekly reaction papers, starting in the second week of the semester (11
papers in total). This is your opportunity to demonstrate that you have read and understand the materials.
However, this is NOT a literature review. The reaction papers provide you with an opportunity to thoughtfully
elaborate on your ideas, questions, doubts, or concerns concerning the readings. You should begin every
reaction paper with a guiding question that is designed to draw attention to important problems in the field. The
preferred format of the reaction paper is a brief essay in which you try to expand on aspects that connect
various readings, or in which you critically discuss apparent differences or contradictions between theoretical
approaches or empirical findings. You may also wish to apply various theoretical approaches to the same
phenomenon and highlight their strengths and weaknesses. The discussion of personal experiences or
preferences is perfectly legitimate, as long as you clearly link them to the concepts you wish you discuss.
Keep in mind that the instructors have read the readings; hence, there is no need for long summaries of the
readings. Also, it is critical that you argue clearly, support your statements, and present justifications, e.g., for
suggested extensions of the present research. Given that the task of integrating and criticizing the readings is
relatively open-ended, the grading of the reaction papers will focus on the thoughtfulness and the degree to
which you succeed advancing an argument and making a (good) point. The reaction papers should be around 1-2
single-spaced page, and should be turned in no later than 6 PM on every Tuesday via dropbox on D2L.
Term Integration Paper (MIDTERM)
The integration paper should focus on the materials covered in the course. Specifically, the paper will center on
analyzing a cross-cultural topic from three core areas (i.e. development, depression, cognition, etc.). For
example, you could choose child attachment, and then analyze this topic and some of the major research from
perspectives of language, gender and development. You should be prepared to fully integrate concepts from the
readings and lectures into your paper to create a seamless analysis of your topic.
The format of the papers should follow APA style (6th ed.). The length of each paper should be a minimum of 12
pages and a maximum of 16 double-spaced pages, approx. 12 point font, 1” margins. The papers will be graded
based on the breadth of the literature you are able to integrate, on the originality and quality of the analysis,
and the quality of writing. Multiple instances of spelling and grammatical errors will result in automatically
losing 10% of the points.
Research Proposal
Over the course of the semester, every participant is required to write a research proposal. You are free to pick
any topic of interest to you, as long as it falls within the broad purview of cross-cultural psychology. I expect you
to meet with me prior to your initial submission to discuss your topic of interest and strategies of implementing
your research question. It is expected at this level to properly utilize theory as your guide, and that you are able
to fully integrate process (based on said theory(ies) to describe the psychological components of your research.
This will lead to a supported and believable hypothesis(es).
The format of a proposal should resemble the introduction and method section of an article in the empirical
social sciences. There are no specific length requirements; yet the assumption is that your proposal is no
shorter than 12 pages and no longer than 20 pages (counting without title page and reference list; doublespaced, 1 inch margins). Use APA style 6th ed.
Research Proposal Presentation
All students are expected to present their research proposal. Each presentation should be 10-15 minutes
allowing for a 5-10 minute discussion (timing will be discussed during the semester). I strongly recommend that
you use a visual aid (PowerPoint, transparencies) for your presentation. It is essential that you practice this
ahead of time, because I will be timing you!!!
Undergrad Grading
A
360 – 400
Description
Attendance
Participation
Assignments
Exams
Integration Paper
B
320 – 359
C
280 – 319
D
240 - 279
15 X 3 for attendance
6 x 10
2 x 100
Total Points Available
Grad Grading
A
B
450 – 500
400 - 449
Description
Attendance
15 x 2
Participation
Reaction Papers
13 x 10
Article Discussant
3 x 30
Integration Paper
Applied Research Proposal
Proposal Presentation
F
239 and Below
Points
45
20
60
200
75
400
C/F
399 and Below
Total Points Available
Points
30
25
130
90
100
100
25
500
University and Course Policies
Late Policy for Papers
Unless discussed with me prior to the deadline, no late papers or exams will be accepted. No Exceptions. If you
discuss with the instructor prior to the due date, there will be a point deduction based on the number of
days/weeks late. Everything is due at the beginning of class on the specified due date (i.e. 1 pm). There is NO
makeup for missed lead discussions or presentations.
Attendance/Participation
You are expected to attend class and participate. During lectures, some materials will be presented that are not
found in the textbook or additional readings, including new research, film clips, learning exercises, and
handouts. You are responsible for knowing these materials as well as the content from the textbook. If you miss
a class, please contact a classmate to determine what you missed. It is your responsibility to obtain missed
content from lectures. Finally, out of consideration for your fellow classmates and for us, please be on time. If an
emergency requires your absence or early departure, please inform us beforehand.
There is a strict policy for cell phone and laptop use. You may use your laptop for notes, but nothing else. No cell
phones, no texting…this is really disruptive to the flow of the class and disruptive to other students. If you come
in late, please be respectful and quiet. If you need to leave early, also be respectful and quiet, and let me know
ahead of time.
Any insensitive or disrespectful behavior towards me or other classmates will not be tolerated and you will be
asked to leave the course for the remainder of the evening. Multiple occasions of this type of behavior will result
in your dismissal from the course and a failing grade.
Any students needing accommodations should inform the instructor.
Students with disabilities who may need accommodations for this class are encouraged to notify the instructor
and contact the Disability Resource Center (DRC) early in the semester so that reasonable accommodations may
be implemented as soon as possible. Students may contact the DRC by visiting the Center (located in at the
Main Campus, FH 225), by phoning 651-793-1539; TTY 651-772-7687, or visiting their website at
http://archive.metrostate.edu/studentaff/disability/. All information will remain confidential.
Academic Honesty
It is expected that all written work handed in by students represents their own words and thinking and is not
copied from someone else’s work and words. Plagiarism (“the appropriation...of language, ideas, and thoughts
of another author and representation of them as one’s original work”) or Cheating on an exam are serious
academic infractions that will result in academic disciplinary measures being taken. More generally, any act of
academic dishonesty (as defined in the Student Handbook and General Catalog) will not be tolerated and will be
handled according to University policy. Any instance of plagiarism or cheating will also result in a failing grade in
the course.
1. http://www.metrostate.edu/handbook/academic.html
2. http://www.mnscu.edu/board/policy/326.html
Make sure to cite when:
 You make a claim that could be challenged.
 You quote somebody.




You make a specific claim that is not common knowledge.
You paraphrase information from a source (give the meaning but change the wording).
Offer an authoritative (expert) opinion.
You got an idea from somebody else, even through email or conversation.
Resources for citing and references in APA style:
Metropolitan State Writing Lab
(http://www.metrostate.edu/msweb/resources/academic_ss/cae/writing_center/index.html)
 Saint Paul campus, Library and Learning Center Room 130
 Midway campus, Lower Level Room H
Psychology Lab (http://www.metrostate.edu/msweb/explore/cps/departments/psych/lab/index.html)
 New Main L202
Purdue Online Writing Lab: http://owl.english.purdue.edu/owl/resource/560/01/
Cornell University Library: http://www.library.cornell.edu/resrch/citmanage/apa
Course Drop and Withdraw
Students may drop this course at any time during the first week of the term without cost or penalty. The Drop
deadline is September 1, 2013. Students who continue past the drop date but cannot finish the course (or do
not expect to finish successfully) might consider Withdrawing from the course. Students Withdrawing is
assigned a grade of “W” which will be counted in your completion ratio. Please consult your advisor or the
instructor for more information on the “W” grade. The last day to Withdraw from a course this term is
November 25, 2013.
Course Schedule (*schedule is subject to change)
Grad students required additional readings starred
Aug 27 Welcome, Introductions, Syllabus, and Introduction to Cross-Cultural Psychology
What is Culture? Current state of cross-cultural psychology, recent changes, expectations
of the future.
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 1: Understanding Cross-Cultural Psychology. In
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 1 – 26). Boston: Allyn & Bacon.
• *Kim, U., Park, Y., & Park, D. (2000). The challenge of cross-cultural psychology: The role of
indigenous psychologies. Journal of Cross-Cultural Psychology, 31(1), 63-75.
Sep 3
Cross-Cultural Research Methods
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 2: Methodology of Cross-Cultural Research. In .
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 27-52). Boston: Allyn & Bacon.
• Sears, D. O. (1986). College sophomores in the laboratory: Influences of a narrow data base on social
psychology's view of human nature. Journal Of Personality And Social Psychology, 51(3), 515-530.
• *Greenfield, P.M. (1997). Culture as a Process: Empirical Methods for Cultural Psychology. In J.W.
Berry, Y.H. Poortinga, and J. Pandey (Eds.), Handbook of Cross-Cultural Psychology (2nd Ed.). Boston:
Allyn and Bacon.
• *Kral, M. J., & Burkhardt, K. J. (2002). A new research agenda for a cultural psychology. Canadian
Psychology, 43(3) 154-162.
• *Rogoff, B., & Chavajay, P. (1995). What's become of research on the cultural basis of cognitive
development. American Psychologist, 50(10), 859-877.
Sep 9
Culture, Cognition, and Perception
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 3: Critical Thinking in Cross-Cultural
Psychology. In . E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and
Contemporary Applications (pp. 53-92). Boston: Allyn & Bacon.
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 4: Cognition: Sensations, Perception, and
States of Consciousness. In . E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical
Thinking and Contemporary Applications (pp. 93-119). Boston: Allyn & Bacon.
 *DiMaggio, P. (1997). Culture and cognition. Annual Review of Sociology, 23, 263-287.
 *Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: Holistic
versus analytic cognition. Psychological Review, 108, 291-310.
Plus, read of the following:
 Oyserman, D., & Lee, S. W.-S. (2007). Priming “culture”: Culture as situated cognition. In D.
Cohen & S. Kitayama (Eds.), Handbook of cultural psychology (pp. 255-282). New York: Guilford.

Ma-Kellams, C., & Blascovich, J. (2011). Culturally divergent responses to mortality salience.
Psychological Science, 22(8), 1019-1024.
Sep 17 Culture, Emotion and Motivation
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 6: Emotion. In . E.B. Shiraev and D.A. Levy
(Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp. 150-171).
Boston: Allyn & Bacon.
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 7: Motivation and Behavior. In . E.B. Shiraev
and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp.
172-194). Boston: Allyn & Bacon.
• *Haidt, J., Koller, S. H., & Dias, M. G. (1993). Affect, culture, and morality, or is it wrong to eat your
dog? Journal of Personality and Social Psychology, 65, 613-628.
• *Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on
intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.
• *Scherer, K. R. & Wallbott, H. G. (1994). Evidence for universality and cultural variation of
differential emotion response patterning. Journal of Personality and Social Psychology, 66(2), 310328.
Sep 24 Culture and the Self
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 10: Social Perception and Social Cognition. In .
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 255-276). Boston: Allyn & Bacon.
• Chiu, C., & Hong, Y. (2006). Culture, Self, and Others: Who Am I and Who Are They? In C. Chiu, and Y.
Hong, Social Psychology of Culture (pp. 127-156). New York: Psychology Press.
• *Markus, H.R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and
motivation. Psychological Review, 98, 224-253.
• *Kitayama, S., Markus, H. R., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and
collective processes in the construction of the self: Self-enhancement in the United States and
self-criticism in Japan. Journal of Personality and Social Psychology, 72, 1245-1267.
Plus, read of the following:
• Menon, T., Morris, M. W., Chiu, C.-y., & Hong, Y.-y. (1999). Culture and the construal of agency:
Attribution to individual versus group dispositions. Journal of Personality and Social Psychology,
76, 701-717.
• Miller, D. T. (1999). The norm of self-interest. American Psychologist, 54(12), 1053-1060.
Oct 1
Culture, Language and Communication
Required Readings
• Matsumoto, D., & Juang, L. (2008). Culture, Language and Communication. In D. Matsumoto, and L.
Juangs, Culture & Psychology (pp. 224-256). Wadsworth Publishing.
•
•
•
•
Oct 8
Chiu, C., Leung, A.K., & Kwan, L. (2007). Language, Cognition, and Culture: Beyond the Whorfian
Hypothesis. In S. Kitayama, and D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 668-690).
New York: The Guilford Press.
*Kim, H. S. (2002). We talk before we think? A cultural analysis of the effect of talking on thinking.
Journal of Personality and Social Psychology, 83, 828-842.
*Ross, M., Xun, W.A. E., & Wilson, A.E. (2002). Language and the bicultural self. Personality and
Social Psychology Bulletin, 28, 1040-1050.
*Swidler, A. (2001). Codes, Contexts, and Institutions. In A. Swidler, Talk of Love: How Culture
Matters (pp. 160 – 180). Chicago: The University of Chicago Press.
Culture, Gender and Relationships
Required Readings
• Matsumoto, D., & Juang, L. (2008). Culture and Gender. In D. Matsumoto, and L. Juangs, Culture &
Psychology (pp. 153 - 171178). Wadsworth Publishing.
• Hatfield, E., Rapson, R.L., & Martel, L.D. (2007). Passionate Love and Sexual Desire. In S. Kitayama,
and D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 760-779). New York: The Guilford Press.
• *Bellah et al. (1996). Love and Marriage. In R.N. Bellah, R. Madsen, W.M. Sullivan, A. Swidler, & S.
Tipton, Habits of the Heart (pp. 85 – 112). Berkeley: University of California Press.
• *Steele, C., & Sherman, D.A. (1999). The Psychological Predicament of Women on Welfare. In D. A.
Prentice, and D. T. Miller (Eds.), Cultural Divides: Understanding and Overcoming Group Conflict (pp.
393-428). New York: Russell Sage Foundation.
• *Hofstede, G. (1996). Gender stereotypes and partner preferences of Asian women in masculine
and feminine cultures. Journal of Cross-Cultural Psychology, 27(5), 533-546.
Midterm Exams (UNDERGRAD) and Integration Papers (GRAD) Due on October 15th.
Oct 15 Culture and Personality
Required Readings:
• Matsumoto, D., & Juang, L. (2008). Culture and Personality. In D. Matsumoto, and L. Juangs, Culture
& Psychology (pp. 257-281). Wadsworth Publishing.
• Triandis, H. C. (2001). Individualism-collectivism and personality. Journal of Personality, 69(6), 907924.
• *Cohen, D., Nisbett, R. E., Bowdle, B. F., & Schwarz, N. (1996). Insult, aggression, and the southern
culture of honor: An experimental ethnography. Journal of Personality and Social Psychology, 70,
945-960.
 *Cheung, F. M., van de Vijver, F. R., & Leong, F. L. (2011). Toward a new approach to the study of
personality in culture. American Psychologist, 66(7), 593-603.
 *Schaller, M., & Murray, D. R. (2008). Pathogens, personality, and culture: Disease prevalence
predicts worldwide variability in sociosexuality, extraversion, and openness to experience. Journal of
Personality and Social Psychology, 95(1), 212-221.
Oct 22 Culture, Social Interaction, and Intergroup Relations
Required Readings
•
•
•
•
[textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 11: Social Interaction. In E.B. Shiraev and D.A.
Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp. 277298). Boston: Allyn & Bacon.
Matsumoto, D., & Juang, L. (2008). Culture and Social Behavior. In D. Matsumoto, and L. Juangs,
Culture & Psychology (pp. 356-395). Wadsworth Publishing.
*Sanchez-Burks, J., Nisbett, R. E., & Ybarra, O. (2000). Cultural styles, relationship schemas, and
prejudice against out-groups. Journal of Personality and Social Psychology, 79, 174-189.
*Fiske, A. P. (1992). The four elementary forms of sociality: Framework for a unified theory of social
relations. Psychological Review, 99(4), 689-723.
Plus, read of the following:
• Pettigrew, T.F., & Tropp, L. (2001). Does intergroup contact reduce racial and ethnic prejudice
throughout the world? Recent metaanalytic findings. In S. Oskamp (Ed.), Reducing prejudice and
discrimination (pp. 93 - 114). Mahwah: Erlbaum.
• Kim, H., & Markus, H. (1999). Deviance or uniqueness, harmony or conformity? A cultural analysis.
Journal Of Personality And Social Psychology, 77(4), 785-800.
Oct 29 Culture, Intelligence, and Education
Required Readings:
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 5: Intelligence. In E.B. Shiraev and D.A. Levy
(Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp. 120-149).
Boston: Allyn & Bacon.
• Gladwell, M. (2008). Rice paddies and math tests. In M. Gladwells (2008), Outliers: The Story of
Success (pp. 224 – 249). New York: Little Brown and Co.
• *Fryer, R. (2006). ‘Acting white’: The social price paid by the best and brightest minority students.
Education Next, Winter 2006, 53-59.
• *Snibbe, A. C., & Markus, H. R. (2005). You can't always get what you want: Educational attainment,
agency, and choice. Journal of Personality and Social Psychology, 88, 703-720.
Plus, read of the following:
• Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21, 5-14.
• Fletcher, J. M., Todd, J., & Satz, P. (1975). Culture-fairness of three intelligence tests and a shortform procedure. Psychological Reports, 37(3, Pt 2), 1255-1262.
Nov 5 Culture, Development, and Mortality
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 8: Human Development and Socialization. In
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 195-220). Boston: Allyn & Bacon.
• *Solomon, S., Greenberg, J., Schimel, J., Arndt, J., & Pyszczynski, T. (2004). Human awareness of
mortality and the evolution of culture. In M. Schaller & C. Crandall (Eds.), The psychological
foundation of culture (pp. 15-40). Mahwah, NJ: Erlbaum.
• *Rudy, D., & Grusec, J.E. (2001). Correlates of authoritarian parenting in individualist and collectivist
cultures and implications for understanding the transmission of values. Journal of Cross-Cultural
Psychology, 32, 202-212.
Plus, read of the following:
• Rothbaum, F., et al. (2000). Attachment and culture: Security in the United States and Japan.
American Psychologist, 55(10), 1093-1104.
• Morelli, G., Rogoff, B., Oppenheim, D., & Goldsmith, D. (1992). Cultural variation in infants’ sleeping
arrangements: Questions of independence. Developmental Psychology, 28, 604-613.
Nov 12 Culture and Health
Required Readings
• Matsumoto, D., & Juang, L. (2008). Culture and Health. In D. Matsumoto, and L. Juangs, Culture &
Psychology (pp. 179 - 205). Wadsworth Publishing.
• Shweder, R.A. (2003). “What about female gential mutilation?” And why understanding culture
matters. In R.A. Shweder, Why Do Men Barbecue?: Recipes for Cultural Psychology (pp. 168 – 216).
Cambridge: Harvard University Press.
• *Soh, N. L., Touyz, S. W., & Surgenor, L. J. (2006). Eating and Body Image Disturbances Across
Cultures: A Review. European Eating Disorders Review, 14(1), 54-65.
• *Rudmin, F. W., Ferrada-Noli, M., & Skolbekken, J. A. (2003). Questions of culture, age and gender
in the epidemiology of suicide. Scandinavian Journal of Psychology, 44, 373-381.
• *Miller, J. G. (1994). Cultural diversity in the morality of caring: Individually oriented versus dutybased interpersonal moral codes. Cross-Cultural Research, 28, 3-39.
Nov 19 Culture and Abnormal Psychology
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 9: Psychological Disorders. In E.B. Shiraev and
D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp.
221-254). Boston: Allyn & Bacon.
• Marsella, A.J., & Yamada, A.M. (2007). Culture and Psychopathology: Foundations, Issues, and
Directions. In S. Kitayama, and D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 797-820). New
York: The Guilford Press.
• *Flaskerud, J. H. (2009). What do we need to know about the culture-bound syndromes? Issues in
Mental Health Nursing, 30(6), 406-407.
Plus, read of the following:
• Calliess, I. T., Sieberer, M., Machleidt, W., & Ziegenbein, M. (2008). Personality disorders in a crosscultural perspective: Impact of culture and migration on diagnosis and etiological aspects. Current
Psychiatry Reviews, 4(1), 39-47.
• Marsella, A.J., Sartorius, N., Jablensky, A., & Fenton, F.R. (1985). Cross-cultural studies of depressive
disorders: An overview. In A. Kleinman and B. Good (Eds.), Culture and Depression: Studies in the
Anthropology and Cross-Cultural Psychiatry of Affect and Disorder (pp. 299 – 324). Berkeley:
University of California Press.
Nov 26 Applied Cross-Cultural Psychology: Religion, Business, Immigration, and Law
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 12: Applied Cross-Cultural Psychology: Some
Highlights. In E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and
Contemporary Applications (pp. 299-321). Boston: Allyn & Bacon.
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Ayers, J. W., Hofstetter, C., Schnakenberg, K., & Kolody, B. (2009). Is immigration a racial issue?
Anglo attitudes on immigration policies in a border county. Social Science Quarterly, 90(3), 593-610.
*O’Reilly, C. A., & Chatman, J. A. (1996). Culture as social control: Corporations, cults, and
commitment. Research in Organizational Behavior, 18, 157-200.
*Hafez, M. M. (2006). Rationality, culture, and structure in the making of suicide bombers: A
preliminary theoretical synthesis and Illustrative case study. Studies in Conflict & Terrorism, 29, 165185.
*Aycan, Z. (2000). Cross-cultural industrial and organizational psychology: Contributions, past
developments, and future directions. Journal of Cross-Cultural Psychology, 31(1), 110-128.
Dec 3 Graduate Student Presentations and Pot Luck! 
Undergrad Integration Papers and Final Exam Due