Tulane University, Dept. of Psychology – Fall 2009
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PSYC 331 - DRAFT
INTRODUCTION TO AFRICAN AMERICAN PSYCHOLOGY
Section 01: Tuesdays 3:30 – 6:00 p.m.
Location:
Instructor: Michael Cunningham, Ph.D. (mcunnin1@tulane.edu)
Office:
Percival Stern Hall, Room 2016
Office Hours:
“As part of the Tulane University community, students have certain responsibilities regarding work that
forms the basis for the evaluation of their academic achievement. Students are expected to be familiar with
these responsibilities at all times. No member of the university community should tolerate any form of
academic dishonesty because the scholarly community of the university depends on the willingness of both
instructors and students to uphold the Code of Academic Conduct. When a violation of the Code of
Academic Conduct is observed it is the duty of every member of the academic community who has evidence
of the violation to take action. Students should take steps to uphold the code by reporting any suspected
offense to the instructor or the associate dean of the college. Students should under no circumstances
tolerate any form of academic dishonesty.” (The Code of Academic Conduct is located online:
http://college.tulane.edu/code.htm).
Any student with a disability is encouraged to talk with the instructor at the beginning
of the course.
Course Description
The purpose of the course is to expose students to the range of existing ideas about
African American Psychology. The course readings cover a wide range of topics relating
to psychology generally, and African Americans specifically. Several areas will be
covered that run the gamut of topics such as Discussions of definitions of “Blackness” to
Counseling & Therapy in African American populations. The readings include classic
discussions on the need for a Black psychology, historical perspectives on the psychology
of African Americans, African /Black Psychology, Contextualizing Attitudes and
Behaviors, Educational Issues, Group Identity, Psychological, Physical, and Behavioral
Health, Practice: Prevention and Interventions, and Trends and Future Directions.
Optional Service Learning is available within the course. Students choosing the Service
Learning component will link the course readings to a K-12 Service Learning project,
“Let’s Get It Started! The Traveling Health Fair Project.” Details about the project
are presented below.
Course Objectives
This course aims to:
 Heighten students’ awareness of diverse views in the field of psychology
 Enhance students’ knowledge about behavioral science perspectives on African
decent populations
 Increase students’ critical thinking skills regarding research and theories
associated with African descent populations
Tulane University, Dept. of Psychology – Fall 2009
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Course Format
The course format includes lectures and discussion. Each class meeting I will lecture on
specific topic to be covered. In the classroom we will discuss the assigned readings.
Outside of class each student is expected to write critical essays that address specific
areas of Black Psychology. Each student is expected to be ready to discuss the assigned
readings.
Learning Outcomes and Assessments
Students will be able to distinguish the differences between several approaches in
studying African American Psychology (e.g., Cultural deficit, Cultural equivalent, and
Cultural variant)
Course Requirements
% of grade
1.
Attendance & class participation
5
2.
Discussion topics
10
3.
Exams (3) – (25% each)
75
4.
Empirical Article Critique or Service Learning
10
5.
Cumulative Final Exam (optional if you are satisfied with the 3 exam average.
Students who miss an exam must take the final as their third exam.)
Service Learning Journal Requirements
As a result of their participation in service learning activities, students will become
engaged in and provide service to the community. The outcomes will be measured by the
number of completed hours, various reflection assignments, and a site evaluation.
% of grade
1. Attendance
10
2. Journal (suggested topics are indicated in the schedule of activities)
85
3. Fair Evaluation
5
Components of the course (Late work is not accepted! Also, email submissions are
not accepted)
1.
Attendance, Class Participation (5%), and Discussion Topics (10%)
Attendance is strongly encouraged because this course is interactive and
participatory. If serious reasons keep you from meeting this course requirement,
you remain responsible for all work assigned and information communicated in
class. Students missing more than one class will see their final grades lowered by
a partial grade for each additional absence.
Participation is a graded component of this course. Students must regularly
show good knowledge of the assigned readings, thoughtful reflection on their
meaning, and interest in the contributions of others. Students who are shy or feel
uncomfortable speaking in front of groups should consult with me so that I may
assist you in developing success strategies.
Tulane University, Dept. of Psychology – Fall 2009
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Discussion topics - Students are required to submit a one page typed response
each week that cover topics outlined in the syllabus.
2.
Exams (25% each)
There are three exams and an optional cumulative final. The exam format will be
a combination of multiple choice and short answer questions. The final exam
will include all multiple choice options. If you miss one exam, no makeup will be
given and you must take the final. If you opt not to take the final exam, then the
average of exams 1-3 will be your final exam grade. The final exam will occur
during the final exam period. Our scheduled exam is ???. While the exam period
is from ???, you will have your exam between ???. Please note that if you arrive
after any student has completed an exam, the late student will not be allowed to
sit for the exam.
Please note that you have one week from the date the exams are given back to
review questions missed or submit an inquiry about a dispute about a graded
question or questions.
3.
Empirical Article Critique (10%)
One 2-3 paged type article critique is due during the term. The paper must be a
critique of a published empirical study. Specific details are included later in the
syllabus and are posted on MyTulane. Students will be assigned due dates for the
critique. Students have four dates in which to submit the critique (DATES ???). You have until DATE- ??? to choose a date; afterwards, students will be
assigned dates in which they must submit their critique.
4.
Service Learning –
Students may do Service Learning instead of the empirical article critique. The
requirement includes 20 hours of a participant-observation experience in a
community partner site. Students selecting Service Learning will design and
implement a Traveling Health Fair entitled: Let’s Get It Started! The fair strives
to energize and inspire students, as they apply what they learn about African
American psychology in the age of Hip Hop and HIV/AIDS to the design,
organization, and implementation of a community-based project that fosters the
health and wellbeing of K12 students throughout New Orleans.
5.
Students must keep a journal of their experiences. Explicit linkages to course
materials must appear in the journal. The Prologue and entries 1-4 are due on
date. Entries 5-8 and the Epilogue are due on date.
.
Pop quizzes/ Extra Credit Opportunities
Tulane University, Dept. of Psychology – Fall 2009
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Unannounced quizzes may be given throughout the term. Success on these
quizzes will depend on class attendance and completion of readings. The quiz
grades can be added to other course assignments.
Extra credit opportunities will be announced electronically only. You should
check your email and/or MyTulane site for opportunities and deadlines.
Grading Scale
A = 94-100
A- = 90-93
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
D = 60-69
F = below 60
Required TEXT
Neville, H. A., Tynes, Tynes, B. M., & Utsey, S. O. (2009). Handbook of African
American Psychology. Thousand Oaks, CA: Sage Publications.
Tentative schedule of readings
Week #1 – Introduction and background for studying African American Psychology
Video – Black is, Black Ain’t
Week #2 – Historical Foundations
 Foundations for an African American Psychology: Extending roots to an Ancient
Kemetic Past
 Sankofa: History of and Aspirations for Black Psychology through the Eyes of
Out Elders
Week #3 – African/Black Psychology
 Theoretical and conceptual approaches to African and African American
Psychology
 African Psychology, or Sahku Sheti: An application of the art of spiritual
liberation and illumination of African people
 Africentric theories of African American personality: Basic constructs and
assessment
 Contextualing African-centered (Africentric) psychological constructs: A review
of existing instrumentation
Week #4 – Contextualing attitudes and behaviors
 Religion and spirituality
 Black families
 Intimate relationships
 Hip-hop music and culture: A site of resiliency for the streets of young Black
America
 The role of media use and portrayals in African Americans’ psychosocial
development
 Racism, White supremacy, and resistance: Contextualing Black American
experiences
Week #5 – Educational Issues
 African America children’s early learning and development: examining parenting,
schools, and neighborhood
Tulane University, Dept. of Psychology – Fall 2009





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Academic motivation and achievement of African American youth
African American English
Stereotype threat: A review, critique, and implications
Racial identity and peer pressures among gifted African American students:
Issues and recommendations
The Talent Quest Model and the educating of African American children
Week #6 – Group Identity
 Racial socialization: Roots, processes, and outcomes
 Racial identity development during childhood
 Racial identity theory: Adults
 Cultural mistrust: A core component of African American consciousness
 African American lesbians and gay men: Life between a rock and a hard place
Week #7 – Psychosocial, physical, and behavioral health
 Black Americans and mental health status: Complexities and new developments
 Psychological health in school-age populations
 Conceptualizing mental health for African Americans
 Positive psychology: African American strengths, resilience, and protective
factors
 Behavioral and emotional strengths in people of African heritage: Theory,
research, methodology, and interventions
 From anxiety and depression to suicide and self-harm
 Psychological aspects of sickle cell disease
Week #8 – Practice, Prevention, and Interventions
 Counseling and psychotherapy with African Americans
 Therapy with African American men and women
 Social and cultural factors in cognitive and clinical assessment of African
American adults
 Drug use among African American youth
 Black liberation psychology and practice
Service Learning
The Service Learning component will be completed with collaboration with ADST
483. Professor Nghana Lewis, Associate Professor of English and ADST, is the
instructor.
The goal of Let’s Get It Started! The Traveling Health Fair Project is four-fold.
First, it provides a context for students enrolled in PSYC 331 to apply what they learn
over the course of the semester to the development and implementation of a communitybased project. Second, it provides a medium for me to assess student achievement in
relation to the general objectives of the course as well as its specific service-learning
requirement. Third, it provides a means for building synergy among Tulane’s schools of
Liberal Arts, Science & Engineering, Medicine, and Public Health & Tropical Medicine.
Tulane University, Dept. of Psychology – Fall 2009
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And fourth, if successful, the project will serve as an easily replicable model for
expanding the reach, effectiveness, and efficiency of service-learning opportunities
offered through Psychology and collaborating programs such as ADST. In short, the
goals of this project are implicit in its title: Let’s Get It Started! strives to energize and
inspire students, as they apply what they learn about African American psychology in the
age of Hip Hop and HIV/AIDS to the design, organization, and implementation of a
community-based project that fosters the health and wellbeing of K12 students
throughout New Orleans.
Student participation in the project will begin with the start of the semester in August
2009. After the ADD/DROP date, each student will be assigned to one of five
committees: a clinical committee, a procurement committee, a site coordinating
committee, a publicity committee, and an assessments committee. Committees will work
from August through October meeting their various charges. The health fair will take
place at the end of Fall 2009; we have identified December 1, 2, and 3 as tentative dates
for the fairs.
The clinical committee will consult with health professionals recruited to the project
as volunteers and/or advisors to determine what is appropriate to include in the health fair
at each site. The format that we envision is one where three things happen at the same
time. 1. Students will receive information about health issues, such as hypertension,
HIV/AIDS, asthma, Types 1 and 2 Diabetes, and infant mortality, via brochures &
pamphlets, video infomercials, and representatives from community-based agencies and
organizations specializing in research and/or the delivery of services related to these
issues. 2. Students will receive rapid tests for, among other things, blood pressure,
diabetes, and have the opportunity to receive current immunization shots. 3. Doctors,
medical researchers, and other healthcare professionals will be on site in rotating shifts to
deliver "power talks" about the work they do and take questions from students. The
format that I envision may not be appropriate for the partnering sites. If immunizations
and screenings are provided, consent forms will have to be completed by
parents/guardians of all student-participants. Thus, the charge of the clinical committee
will be to consult with the faculty instructors and our advisors from the medical/public
health community to determine appropriate formats for the fairs and to insure that the
appropriate legal/ethical measures have been taken to protect K12 student-participants.
The procurement committee will plan for and obtain incentives, giveaways,
brochures, door prizes, and other promotional items. This committee will be responsible
for decorating the day of the fair and for securing and setting up supplies & equipments,
including tables, tablecloths, audiovisual support, extension cords, surge protectors, pens,
notepads, garbage bags, tape, scissors, and staplers. This committee will also manage all
food on site for volunteers and school administrators.
The site coordinating committee will be responsible for all pre-fair communications
with individual volunteers, organizations, and other service providers. They will meet &
greet volunteers and agency/organization representatives; escort them to their locations at
the fair; and be available to answer any questions that our volunteers may have.
The publicity committee will contact potential exhibitors and sponsors, such as local
health spa and health food store owners (Professor Nghana Lewis has been in touch with
Raymond Addison, owner of a Smoothie King franchise in New Orleans about providing
free smoothies on site during at least one of the fairs; we are working out the related
Tulane University, Dept. of Psychology – Fall 2009
logistics). The publicity committee will facilitate all media communications and insure
that the NCI is properly represented in these communications.
The assessments committee will collaborate with me to design evaluation
instruments for each component of the fair to be completed by students, volunteers, and
school administrators. The committee will be responsible for distributing and collecting
all evaluations. The entire class will collaborate to generate a report based on the
outcome of the assessments.
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