PSY/AFS 379
Fall 2015
N. Grayman-Simpson
SYLLABUS
PSY/AFS 379 Seminar in Cultural Psychology:
Psychology of White Racism
Department of Psychology
Goucher College
“I have never thought more in or outside of the classroom before.”
“It was incredibly challenging in a positive way. I was challenged to really
understand the complexities of race/racism and my relationship to them.”
“I actually felt like I learned something that would impact my life.”
-Quotes from former Goucher Psychology of Racism Students
Instructor:
Dr. Nyasha Grayman-Simpson
Associate Professor
Days:
Time:
Tues. & Thurs.
1:10 – 2:50
Contact:
nyasha.grayman@goucher.edu
Location:
Julia Rogers G27
Office Hours: Whenever my door is open. Best drop-in days and times are Mon., Wed.,
and Fri. (10:00 – 12:00). Of course, we can always schedule a formal appointment.
Seminar Description
Cultural psychology is a subfield within the areas of social psychology and cultural
anthropology. It involves the study of the interconnections between and among
intergenerationally transmitted behaviors, meanings, and symbols, and psychological
processes such as cognition, affect, personality structure, and behavior.
This particular seminar will: (1) consider anti-Black racism in its global context; (2)
include anti-discrimination interpersonal response training; and (3) examine the
psychology of white racism from multiple perspectives including psychodynamic, clinical,
behavioral, social psychological, and developmental psychological perspectives. This is
a discussion-based seminar. If you are unable or unwilling to engage in constructive
weekly dialogues with your peers, then this seminar is not a good fit for you.
PSY 379 Seminar in Psychology of White Racism:
How It Fits Into The Psychology Department’s “Big Picture”
Goucher College Psychology Department Mission Statement
Psychology is a diverse and highly interdisciplinary field of study that involves the
application of systematic methods of inquiry to the exploration of behavior, mental
processes, and social relationships. The Department of Psychology has as its mission
to educate students in the core knowledge and skills of the discipline of Psychology,
together with Goucher’s unique perspective that reflects a history and tradition of
respecting diverse viewpoints and methods. This education contributes to the overall
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Fall 2015
mission of the college as a liberal arts institution, “to prepare students within a broad
and humane perspective for a life of inquiry, creativity, and critical and analytical
thinking.”
Across the varied perspectives represented in our department, we strive to create an
open, supportive, challenging and vibrant learning culture. We value sharing our
passion for the field of psychology through close and active mentoring inside and
outside of the classroom. We encourage and model experiential learning in the form of
community engagement, active involvement in research, collaborative construction of
knowledge, and self-directed exploration. We provide students with the tools needed for
the development of more sophisticated insight into one’s own and others’ behavior and
mental processes.
Towards these ends, the Psychology Department has identified seven guiding principles
for its undergraduate curriculum. Our program is designed to facilitate students’
development of the following skills and knowledge:
Psychology Department Learning Objective 1: Demonstrate understanding
and competence regarding the use of research methodology in psychology.
Psychology Department Learning Objective 2: Communicate effectively as it
pertains to the study and practice of psychology.
Psychology Department Learning Objective 3: Engage the world outside the
classroom to use and/or inform one’s knowledge of psychology.
Psychology Department Learning Objective 4: Demonstrate understanding of
the major concepts, theoretical perspectives, empirical findings, and historical
trends in psychology.
Psychology Department Learning Objective 5: Develop critical consciousness
and an appreciation of a variety of ways of knowing.
Psychology Department Learning Objective 6: Recognize, understand, and
respect the complexity of sociocultural and international diversity as played out in
psychology and related fields.
Psychology Department Learning Objective 7: Develop an ethical framework
with regard to the study and practice of psychology.
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Seminar Learning Objectives
N. Grayman-Simpson
In this seminar, you will:
(1) Develop an understanding of anti-Black racism and the psychology of White racism;
Psychology Department Learning Objective 6. Recognize, Understand, and
Respect the Complexity of Sociocultural and International Diversity as Played out in
Psychology
(2) Develop skills in anti-discrimination interpersonal responding; and
Psychology Department Learning Objective 3. Engage the World Outside of the
Classroom to Use and/or Inform One’s Knowledge of Psychology
(3) Develop your skills in seminar leadership, seminar participation, narrative critical
reflection, therapeutic critical self-reflection, and critical discourse.
Psychology Department Learning Objective 2. Communicate Effectively as it
Pertains to the Study and Practice of Psychology
Psychology Department Learning Objective 2.
Demonstrate competence in matters of form and style in writing.
 conform to established convention (including but not necessarily limited
to APA-style) in the use of references and in-text citations
 use good grammar, punctuation, spelling, etc.
 argument organized and presented well, with clarity and coherence
 select a writing style/voice that is appropriate for his/her target audience
Demonstrate ability to effectively present and support a viewpoint/position in writing.
 clearly articulate a viewpoint/position
 provide effective and appropriate support or rationale for his/her position
(e.g., persuasive logic; appropriate evidence)
Required Readings (* = on GoucherLearn)
*Mezirow, J. (1997). Transformative Learning: Theory to practice. New Directions For
Adult and Continuing Education, 74, 5 – 12.
*Dulitzky, A. E. (2001). A region in denial: Racial discrimination and racism in Latin
America. Beyond Law, 8(24), 85 – 107.
*Russell, J. (1991). Race and reflexivity: The Black other in contemporary Japanese
mass culture. Cultural Anthropology, 6(1), 3 – 25.
* Christian, M. (1998). An African-centered approach to the Black British experience:
With special reference to Liverpool. Journal of Black Studies, 28(3), 291 – 308.
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Fall 2015
N. Grayman-Simpson
*Allen, R. L. (2001). The globalization of White supremacy: Toward a critical discourse
on the racialization of the world. Educational Theory, 51(4), 467 – 485.
*Carter, R. T. (2007). Racism and psychological and emotional injury: Recognizing and
assessing race-based traumatic stress. The Counseling Psychologist, 35(13),
13 -105.
*Speight, S. L. (2007). Internalized racism: One more piece of the puzzle. The
Counseling Psychologist, 35(1), 126 – 134.
*Smith, W. A., Allen, W. R., & Danley, L. L. (2007). “Assume the position…You fit the
description.” Psychosocial experiences and racial battle fatigue among African
American male college students. American Behavioral Scientist, 51(4), 551 –
578.
*No Name (n.d.). The history of the police (pp. 2 – 45). Thousand Oaks, CA: Sage
Publications retrieved August 2015 from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CC
MQFjABahUKEwj2pv6EybDHAhVCej4KHQS6CWw&url=http%3A%2F%2Fwww.
sagepub.com%2Fsites%2Fdefault%2Ffiles%2Fupmbinaries%2F50819_ch_1.pdf&ei=QhDSVfb9McL0QGE9KbgBg&usg=AFQjCNGfimMwwBPMMtJu_Pn3HKF3SQFhA&sig2=XhryRkU6-FmObThsopabiw
*Salvatore, J., & Shelton, J. N. (2007). Cognitive cost of exposure to racial prejudice.
Psychological Science, 18(9), 810 – 815.
*Sidanius, J., Pratto, F., van Laar, & Levin, S. (2004). Social dominance theory: Its
agenda and method. Political Psychology, 25(6), 845 – 880.
*Eberhardt, J. L. (2005). Imaging race. American Psychologist, 60(2), 181 – 190.
*Billig, M. (2010). Henri Tajfel’s Cognitive aspects of prejudice and the psychology of
bigotry. British Journal of Social Psychology, 41(2), 171 – 188.
DuRocher, K. (2011). Raising racists: The socialization of White children in the Jim
Crow South. Lexington, KY: The University Press of Kentucky.
*Arhin, A., & Thyer, B. A. (2004). The causes of racial prejudice: A behavior-analytic
perspective. In J. L. Chin (Ed.), The psychology of prejudice and discrimination:
Racism in America, Volume 1 (pp. 1 – 19). Westport, CT: Praeger.
*Guindon, M. H., Green, A. G., & Hanna, F. J. (2003). Intolerance and
psychopathology: Toward a general diagnosis for racism, sexism, and
homophobia. American Journal of Orthopsychiatry, 73(2), 167 – 176.
*Dobbins, J. E., & Skillings, J. H. (2000). Racism as a clinical syndrome. American
Journal of Orthopsychiatry, 70(1), 14 – 27.
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Fall 2015
N. Grayman-Simpson
*Cress Welsing, F. (1974). The Cress theory of color confrontation. The Black Scholar,
5(8), 32 – 40.
Horsman, R. (1981). Race and manifest destiny: The origins of American racial AngloSaxonism. Cambridge, MA: Harvard University Press.
*Cohen, P. (1969). Theories of myth. Man, 4(3), 337 – 353.
*Jacobson, M. F. (2001). Becoming Caucasian: The vicissitudes of whiteness in
American politics and culture. Identities: Global Studies in Culture and Power,
8(1), 83 – 104.
*Chen, E. S., & Tyler, T. R. (2001). Cloaking power: Legitimizing myths and the
psychology of the advantaged. In A. Lee-Chai & J. A. Bargh (Eds.), The use and
abuse of power: Multiple perspectives on the causes of corruption (pp. 241 –
261). NY: Psychology Press.
*Jowett, G. S., & O’Donnell, V. (2015). What is propaganda and how does it differ from
persuasion? In Propaganda and persuasion (pp.1 – 55). Thousand Oaks, CA:
Sage.
*Bryant-Davis, T., & Ocampo, C. (2006). A therapeutic approach to the treatment of
racist incident-based trauma. Journal of Emotional Abuse, 6(4), 1 – 22.
*Watts-Jones, D. (2002). Healing internalized racism: The role of a within-group
sanctuary among people of African descent. Family Process, 41(4), 591 – 601.
*Brown, C.R., & Mazza, G.J. (1996). Anti-racism, healing, and community activism. The
Humanistic Psychologist, 24(3), 391 – 402.
*O’Brien, E. (2003). The political is personal: The influence of White supremacy on
White anti-racists’ personal relationships. In A. W. Doane & E. Bonilla-Silva
(Eds.) White out: The continuing significance of racism (pp. 253 – 267). NY:
Routledge.
Required Course Resources (On Goucher Learn)
Brown, M. N., & Keeley, S. M. (2007). Asking the right questions: A guide to critical
thinking, 8th ed. Upper Saddle River, NJ: Pearson.
Affective Labels and Maslowian Needs.
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Fall 2015
Recommended Further Readings
N. Grayman-Simpson
Berry, W. (2010). The hidden wound, 2nd edition. Berkley, CA: Counterpoint Press.
Kivel, P. (2002). Uprooting racism: How White people can work for racial justice.
Gabriola Island, BC: New Society Publishers.
Smith, L. (1994). Killers of the dream. NY: W. W. Norton & Company.
Wise, T. (2005). White like me: Reflections on race from a privileged son. NY: Soft
Skull Press.
Seminar Requirements
Seminar Participation 54% (1% for each set of responses to prompts 1-6; 1% for each
short reflection essay)
Seminar Leadership 12% (4% each)
Critical Reflection Papers 34% (Midterm - 17%, Final - 17%)
Attendance Policy – Your consistent and punctual presence in seminar demonstrates
respect and consideration for everyone’s investment in this learning process. If you find yourself
missing 2 or more classes (excused or unexcused), you may want to/need to consider withdrawing
from this course, as making up the work will likely prove too difficult. Death in the family,
participation in religious holidays, involvement in school-sponsored activities, and illnesses requiring
medical attention are some examples of excused absences.
Seminar Participation – Thorough and critical reading of all assignments is expected, as is
your active verbal participation in seminar discussions. While active listening is recognized as a
legitimate form of class participation, this seminar requires a commitment to verbal exchange.
For every reading, you will complete a structured critical reflection and reflection essay. After
completing the assigned reading, you will respond to prompts 1-6 in your structured reflection form.
We will come together as a class, clarify and discuss the reading. Then you will respond to prompts
7-9 in your structured reflection form, and write a reflective essay that synthesizes information your
responses 2-6. The essay will be either three or five paragraphs, depending on the number of
readings serving as the basis of your reflection. Specifications are included in the course schedule
at the end of the syllabus.
We will engage in a collaborative assessment of your structured reflections. You will evaluate the
quality of your responses. I will review your evaluations and either agree or disagree based on my
subjective assessment. More often than not, students and I are in agreement; however, on some
occasions I believe that students have underrated or overrated the quality of their responses and
seminar participation. In such instances of disagreement, I will adjust the overall rating and provide
you with a written counter-justification. This adjustment is not the final word; it is open for further
discussion, if you so desire. Simply make arrangements to meet with me.
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N. Grayman-Simpson
Fall 2015
Structured reflections and essays (always hard copy) are always due at the start of seminar. Late
Reflections/essays will not receive any credit.
Seminar Leadership – Each of you will co-lead 3 seminars. Please peruse the readings
and email me your top 6 preferences (no more than 2 in one month) no later than Friday
August 29th. As a leader, your job is to facilitate a seminar that leads to: (1) an understanding of
the main points/concepts of the author(s); (2) an understanding of the readings from a
psychological standpoint; (3) synthesis with previously assigned material; (4) open sharing
of questions and reactions to the reading. While you may integrate a short presentation,
experiential activity, media, etc. into your seminars, it is not your job to function as a lecturer,
but rather as a discussant. I will evaluate the quality of your leadership, based on the rubric
included at the end of this syllabus.
Critical Reflection Papers – You will write two critical reflection papers this semester.
Midterm Paper – Over the course of the first half of this semester, you will be presented with, what
I assume to be a plethora of new truths about the phenomenon of global White racism. In this
midterm paper, please discuss the real and imagined consequences (costs and benefits) of
enacting this new knowledge to create new ways of relating with others (e.g., strangers, peers,
friends, family, and other members of your community). Also, discuss your own level of openness
and motivation to act differently in these relationships given the assumed consequences. If this
class has inspired you to try new ways of relating with others, please tell those stories within the
context of your answers to the first two discussion points. If this class has not inspired new ways of
relating with others, offer a critical reflective analysis of why you believe this to be the case within
the context of your answers to the first two questions. This paper should be 4 – 5 pages single
spaced. It is due the Friday before the mid-semester break by 5:00 PM. Please place in my
mailbox, 1st Floor, Julia Rogers. Late papers will not be accepted and will not receive any
credit.
Final Paper – Continue to talk about the real and imagined consequences of enacting the
knowledge gained in this class within your interactions with others. Continue to talk about your
openness and willingness to be transformed. Continue to tell your stories of how your learning in
this class has inspired you to have new kinds of conversations or other interactions with others.
Again, if the class has not inspired new ways of acting, offer your critical reflective analysis of why
this might be the case. This paper should be 4 – 5 pages single spaced. This paper is due the
Friday after the last day of class by 5:00 PM. Please place in my mailbox, 1st Floor, Julia
Rogers. Late papers will not be accepted and will not receive any credit.
Grading Rubric
95 – 100 (A)
90 – 94 (A-)
86 – 89 (B+)
83 – 85 (B)
80 – 82 (B-)
76 – 79 (C+)
73 – 75 (C)
70 – 72 (C-)
66 – 69 (D+)
63 – 65 (D)
60 – 62 (D-)
≤59 (F)
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Fall 2015
N. Grayman-Simpson
Course Schedule*
~ September 2015 ~
◄ August
Sun
Mon
Tue
Wed
October ►
Thu
Fri
Sat
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PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ September 2015 ~
◄ August
Sun
Mon
31 PSY 379:
HW:
Watch: “Toward an
Embodied Social
Justice: Integrating
Mindfulness Into
Anti-Oppression
Pedagogy”
Read: How Black
People Can
Emotionally Protect
Themselves In The
Age of
#BlackLivesMatter
Tue
1 PSY 379:
2
Thu
3 PSY 379: Seminar: 4
Transformative
Learning Theoretical
Foundation
Clarifications &
Discussion of
reading
Course Overview
HW:
Racial Identity
Reflection
Write: Complete 7-9
of reflection log
HW:
Watch: White King,
Red Rubber, Black
Death
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
Read: “Globalization
Read: The Self-Care of White
Project
Supremacy”
Read:
“Transformative
Learning: Theory to
Practice”
Wed
October ►
Fri
Sat
5
Write: Complete 1-6
of reflection log for
Global White
Supremacy
Write: 3 paragraph
essay. Tell me how
you see yourself,
racially, how society
sees you racially,
why you are taking
this class, and what
you hope to get out
of this experience
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Fall 2015
N. Grayman-Simpson
~ September 2015 ~
◄ August
Sun
6
Mon
Tue
Wed
October ►
Thu
7 PSY 379:
8 PSY 379: Seminar: 9 PSY 379:
10 PSY 379:
HW:
Listen To: NPR
Dominicans,
Haitians Remember
Parsley Massacre
Clarifications &
Discussion of
reading
Seminar:
Clarifications &
Discussion of
reading
Read 2: A Region in
Denial: Racial
Discrimination and
Racism in Latin
America
Write: Complete 1-6
of reflection log for
A Region in Denial (I
know that it’s Labor
Day)
HW:
Watch: Black in
China: A Summary
Read: The Ghandi
None of Us Knew
Write: Complete 7-9 (structured critical
reflection not
of reflection log
required)
Write: 3 paragraph
Read 3: Race and
reflection essay
Reflexivity: The
synthesizing (2) –
Black Other in
Introduction, (3) &
(4) – Body, (5) & (6) - Contemporary
Japanese Mass
Conclusion
Culture
Fri
11
Sat
12
HW:
HW:
Write: Complete 7-9
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
Read: Not All
Peaceful: 13 Racist
Quotes Ghandi Said
About Black People
Write: Complete 1-6
of reflection log for
reading Race and
Reflexivity…
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PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ September 2015 ~
◄ August
Sun
13
October ►
Mon
Tue
Wed
Thu
14 PSY 379:
15 PSY 379:
16 PSY 379:
17 PSY 379:
HW:
Read 4: An AfricanCentered Approach
to the Black British
Experience
Seminar:
Clarifications &
Discussion of
reading
HW:
Read 5:
Racism and
Psychological and
Emotional Injury:
Recognizing and
HW:
Write: Complete 1-6
Assessing Raceof reflection log
Write: Complete 7-9 Based Traumatic
Stress
of reflection log
Write: 3 paragraph Write: Complete 1-6
of reflection log
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
Fri
18
Sat
19
Seminar:
Clarifications &
Discussion of
reading
HW:
Write: Complete 7-9
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
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PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ September 2015 ~
◄ August
Sun
20
October ►
Mon
Tue
Wed
Thu
Fri
21 PSY 379:
22 PSY 379:
23 PSY 379:
24 PSY 379:
25 PSY 379:
HW:
Read 6: Assume the
Position You Fit the
Description:
Psychosocial
Experiences and
Racial Battle Fatigue
Seminar:
Clarifications &
Discussion of
reading
HW:
Read 7: Internalized
Racism: One More
Piece of the Puzzle
Seminar:
Clarifications &
Discussion of
reading
Academic Progress
Reports (APR)
Sat
26
Write: Complete 1-6 HW:
of reflection log
Write: Complete 7-9
Write: Complete 7-9
Read: The History of of reflection log
of reflection log
American Policing
(structured critical Write: 3 paragraph
Write: 3 paragraph
reflection not
reflection essay
reflection essay
required)
synthesizing (2) –
synthesizing (2) –
Introduction, (3) &
Introduction, (3) &
Watch: Breaking
(4) – Body, (5) & (6) (4) – Body, (5) & (6) Rank: Interview with Conclusion
Conclusion
Norm Stamper
HW:
Read:
#BlackLivesMatter
Movement History
Write: Complete 1-6
of reflection log
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Fall 2015
N. Grayman-Simpson
~ September 2015 ~
◄ August
Sun
27
Mon
Tue
Wed
28 PSY 379:
29 PSY 379:
30 PSY 379:
HW:
Read 8: Cognitive
Cost of Exposure to
Racial Prejudice
Seminar:
Clarifications &
Discussion of
reading
October ►
Thu
Fri
Sat
1 PSY 379: Seminar: Clarifications & Discussion of reading
HW:
Read 9: Social
HW:
Psychology – Social
Dominance Theory Write: Complete 7-9 of reflection log
Write: Complete 1-6 HW:
Write: Complete 1-6 Write: 3 paragraph reflection essay synthesizing (2) –
of reflection log
of reflection log
Introduction, (3) & (4) – Body, (5) & (6) - Conclusion
Write: Complete 7-9
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
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Fall 2015
N. Grayman-Simpson
~ October 2015 ~
◄ September
Sun
4
Mon
Tue
November ►
Wed
Thu
Fri
1
2 3
9 10
5 PSY 379:
6 PSY 379: Seminar:
7 PSY 379:
8 PSY 379: Seminar:
HW:
Read 10:
Social-Affective
Neuropsychology/
Neuroscience – Imaging
Race (structured critical
reflection not required)
Clarifications &
Discussion of reading
Clarifications &
Discussion of reading
HW:
HW:
Read 11: Developmental
Psychology – Raising Racists
Introduction
Write: Complete 7-9 of
reflection log
Write: Complete 1-6 of
reflection log
Write: Complete 7-9 of
reflection log
Read: Social Cognitive
Psychology – Henri Tajfel’s
Cognitive Aspects of
Prejudice and the
Psychology of Bigotry
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
Sat
HW:
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
Write: Complete 1-6 of
reflection log on Social
Cognitive Psychology
reading only
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PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ October 2015 ~
◄ September
Sun
11
Mon
12 PSY 379:
Tue
13 PSY 379: Seminar:
HW:
Clarifications &
Read 12: Behavioral
Discussion of reading
Psychology – Cause of
Racial Prejudice: A Behavior HW:
Analytic Perspective
Write: Complete 7-9 of
Write: Complete 1-6 of
reflection log
reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
November ►
Wed
Thu
14 PSY 379:
15 PSY 379: Seminar:
HW:
Watch: Racism as a Mental
Illness (check out of my office
for group screening)
Clarifications &
Discussion of reading
Read 13: Clinical Psychology –
Intolerance and
Psychopathology: Toward a
General Diagnosis of Racism,
Sexism, and Homophobia
Write: Complete 7-9 of
reflection log
Write: Complete 1-6 of
reflection log
Fri
Sat
16 17
Midterm
Reflection
Paper
HW:
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
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PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ October 2015 ~
◄ September
Sun
18
Midterm Reflection
Paper and Reflection
Logs Due Tuesday
along with Monday
Assignment
Mon
Tue
19 PSY 379:
November ►
Wed
Thu
20 PSY 379: Seminar:
HW:
Clarifications &
Read 14: Clinical Psychology Discussion of reading
– Racism as Clinical
Syndrome
HW:
21 PSY 379:
22 PSY 379: Seminar:
HW:
Watch: Blood in the Face
(check out of my office for
group screening)
Clarifications &
Discussion of reading
Write: Complete 1-6 of
Write: Complete 7-9 of
reflection log (I know that it’s reflection log
Fall Break)
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
Read 15: Psychodynamic
Psychology – Cress Theory of
Color Confrontation
Write: Complete 7-9 of
reflection log
Write: Complete 1-6 of
reflection log
Fri
Sat
23 24
HW:
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
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Fall 2015
N. Grayman-Simpson
~ October 2015 ~
◄ September
Sun
25
Mon
Tue
November ►
Wed
Thu
26 PSY 379:
27 PSY 379: Seminar:
28 PSY 379:
29 PSY 379: Seminar:
HW:
Watch: White Like Me
Clarifications &
Discussion of reading
HW:
Read 17: Theories of Myth
Clarifications &
Discussion of reading
Read 16: Race and Manifest
Destiny: Liberty and the
Anglo Saxons
HW:
Write: Complete 1-6 of
reflection log
HW:
Write: Complete 1-6 of
reflection log
Write: Complete 7-9 of
reflection log
Write: Complete 7-9 of
reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) & (4) –
Body, (5) & (6) Conclusion
Fri
Sat
30 31
17
PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ November 2015 ~
◄ October
Sun
1
Mon
2 Advisement
PSY 379:
HW:
Read 18: Race and
Manifest Destiny:
Aryans Follow the
Sun
Tue
Wed
December ►
Thu
Fri
3 Advisement
4 Advisement
5 Advisement
6 Advisement
PSY 379: Seminar:
Clarifications &
Discussion of
reading
PSY 379:
HW:
Read 19: Race and
Manifest Destiny:
Racial AngloSaxonism in
England
PSY 379: Seminar:
Clarifications &
Discussion of
reading
Last Day W; P/NP
HW:
Write: Complete 7-9
Write: Complete 1-6 of reflection log
Write: Complete 1-6
of reflection log
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
Sat
7
HW:
Write: Complete 7-9
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
18
PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ November 2015 ~
◄ October
Sun
8
Mon
Tue
Wed
December ►
Thu
Fri
13 Advisement
9 Advisement
10 Advisement
11 Advisement
12 Advisement
PSY 379:
HW:
Read 20: Race and
Manifest Destiny:
The Providential
Nation
PSY 379: Seminar:
Clarifications &
Discussion of
reading
PSY 379:
HW:
Read 21: Cloaking
Power: Legitimizing
Myths and the
Psychology of the
Advantaged
PSY 379: Seminar:
Clarifications &
Discussion of
reading
HW:
Write: Complete 1-6 Write: Complete 7-9
of reflection log
Write: Complete 1-6
of reflection log
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
Sat
14
HW:
Write: Complete 7-9
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
19
PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ November 2015 ~
◄ October
Sun
15
Mon
Tue
Wed
December ►
Thu
16
17
18
19
PSY 379:
HW:
Read 22: Becoming
Caucasian: The
Vicissitudes of
Whiteness in
American Politics
and Culture
PSY 379: Seminar:
Clarifications &
Discussion of
reading
PSY 379:
HW:
Read 23: What is
Propaganda and
How does it Differ
from Persuasion?
PSY 379: Seminar:
Clarifications &
Discussion of
reading
HW:
Fri
20
Sat
21
HW:
Write: Complete 7-9 Write: Complete 1-6 Write: Complete 7-9
of reflection log
of reflection log
of reflection log
Write: Complete 1-6
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6) Conclusion
20
PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ November 2015 ~
◄ October
Sun
22
Mon
Tue
23
24
PSY 379:
HW:
Read 24: A
Therapeutic
Approach to the
Treatment of Racist
Incident Based
Trauma
PSY 379: Seminar:
Clarifications &
Discussion of
reading
Wed
25 No Class
December ►
Thu
26 No Class
Fri
27 No Class
Sat
28
HW:
Write: Complete 7-9
of reflection log
Write: Complete 1-6
of reflection log
Write: 3 paragraph
reflection essay
synthesizing (2) –
Introduction, (3) &
(4) – Body, (5) & (6)
– Conclusion (I
know that it’s
Thanksgiving
Holiday)
29
30
Notes:
PSY 379:
HW:
Read 25: Healing
Internalized Racism:
Within Group
Sanctuary
Write: Complete 1-6
of reflection log
21
PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ December 2015 ~
◄ November
Sun
Mon
Tue
Wed
Thu
1
2
3
PSY 321:
Seminar:
Clarifications
& Discussion
of reading
PSY 379:
Seminar:
Clarifications
& Discussion
of reading
HW:
PSY 379:
HW:
Read 26: Antiracism,
Healing, and
Community
Activism
Write:
Complete 7-9
of reflection
log
Write:
Complete 1-6
of reflection
log
Write:
Complete 7-9
of reflection
log
Write: 3
paragraph
reflection
essay
synthesizing
(2) –
Introduction,
(3) & (4) –
Body, (5) &
(6) Conclusion
January ►
Fri
4
Sat
5
HW:
Write: 3
paragraph
reflection
essay
synthesizing
(2) –
Introduction,
(3) & (4) –
Body, (5) &
(6) Conclusion
22
PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ November 2015 ~
◄ October
Sun
6
Mon
7
8
PSY 379:
HW:
Read 26: The
Political is
Personal: The
Influence of
White
Supremacy
on White
Anti-Racists’
Personal
Experiences
PSY 379:
Seminar:
Clarifications
& Discussion
of reading
Write:
Complete 1-6
of reflection
log
Final
Reflection
Paper
Write: 3
paragraph
reflection
essay
synthesizing
(2) –
Introduction,
(3) & (4) –
Body, (5) &
(6) Conclusion
HW:
Write:
Complete 7-9
of reflection
log
Tue
9
December ►
Wed
10
11
Thu
Fri
Sat
12
PSY 379:
Seminar Final
Group
Process
Course
Evaluations
HW: Final
Reflection
Paper and
Second Half
of Reflection
Logs Due Day
of Scheduled
Final by 5:00
PM
Final
Reflection
Paper Due
23
PSY/AFS 379
Fall 2015
N. Grayman-Simpson
~ November 2015 ~
◄ October
Sun
Mon
Tue
December ►
Wed
Thu
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Notes:
Fri
Sat
More Calendars: Jan 2016, Feb 2016, Mar 2016
* We will attempt to stick to the schedule as it is outlined. However, assignments may need to be adjusted due to unforeseen
circumstances.
24
Name:
Seminar # ____
PSY/AFS 379
Critical Reflection
Evaluation Criteria
NARRATIVE CRITICAL REFLECTION
1. Evaluate the author’s/authors’
authority (a. area(s) of professional
expertise, b. rated quality of work amazon, c. reviews of work, d.
citations of work – google scholar)
NARRATIVE CRITICAL REFLECTION
2. Summarize the author’s/authors’
main points
NARRATIVE CRITICAL REFLECTION
3. Summarize the type of evidence
given in support of the main points
(Ch. 8 & 9 in Asking the Right
Questions)
Rating
Qualifying Comments
0–4
(Remember, insufficient qualification = 0)
(F – A)
Name:
Seminar # ____
NARRATIVE CRITICAL REFLECTION
4. Evaluate quality of evidence given in
support of the main points (Ch. 13 & 7
Asking the right questions)
THERAPEUTIC CRITICAL
SELF-REFLECTION
5. Summarize your affective reactions
to the author’s/authors’ main points
(Feelings Inventory)
NARRATIVE CRITICAL
SELF-REFLECTION
6. Summarize disruptions to your preexisting personal beliefs and attitudes
in response to the author’s/authors’
main points
CRITICAL DISCOURSE
7. Summarize reflections that you
shared with the group during seminar.
CRITICAL DISCOURSE
8. Summarize reflections that your
peers shared during seminar that
helped you to further clarify your own
beliefs and attitudes.
PSY/AFS 379
Name:
Seminar # ____
PSY/AFS 379
CRITICAL DISCOURSE
9. Summarize any collective insights
about the construction, meaning, and
future of whiteness and/or White
racism developed in this seminar.
TOTAL:
Name:
Seminar # ____
PSY/AFS 379
Evaluation of Seminar Leadership
Evaluation Criteria
CRITICAL DISCOURSE
1. Did the leaders seem to
comprehend the reading(s)?
CRITICAL DISCOURSE
2. Did the leaders ask questions
designed to lead the group into
dialogue about personal beliefs and
attitudes relating to the
author’s/authors’ claims?
CRITICAL DISCOURSE
3. Did the leaders ask questions
designed to prompt the group to offer
psychological analyses of the topic?
Rating
1 = yes
.5 = sort of
0 = no
Qualifying Comments
Name:
Seminar # ____
PSY/AFS 379
4. Did the leaders ask questions that
prompted the group to integrate
previous readings (if, relevant?)
TOTAL: