Graduate Curriculum Committee Course Proposal Form
For Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course prefix and number:
PSYC 6407
2. Date:
10/30/2010
3. Requested action:
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
#
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
X
Expected
Future Delivery
Method(s):
On-campus (face to face)
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course
or course revision or course renumbering:
The clinical health concentration of the PhD program in Health Psychology is preparing
for accreditation review by the American Psychological Association. One of the APA
guidelines is that students receive training in multicultural differences. We propose this
new course to ensure full compliance with this guideline. Also, an assessment by the
faculty has determined that a course that provides students with a foundation in cultural
psychology would be helpful for the MA program in School Psychology and the other
PhD concentrations.
6. Course description exactly as it should appear in the next catalog:
PSYC 6407. Cultural Psychology (3)
P: Consent of chair. Current theories, concepts, and issues associated with
cultural psychology, including cultural processes, structures, and differences.
7. If this is a course revision, briefly describe the requested change:
8. Graduate catalog page number from current (.pdf) graduate catalog:
9. Course credit:
Lecture Hours
Lab
Revised 09-16-09
3
Weekly
OR
Per Term
Credit Hours
Weekly
OR
Per Term
Credit Hours
p. 112
3
s.h.
s.h.
Studio
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
s.h.
Internship
Weekly
OR
Per Term
Credit Hours
s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours
10. Anticipated annual student enrollment:
3
s.h.
20
11. Affected degrees or academic programs:
Degree(s)/Program(s)
Current Catalog Page
Changes in Degree Hours
Health Psychology Ph.D.
Program
Page 110
0
MA in Clinical Psychology
Page 109
0
MA in School
Psychology/CAS in School
Psychology
Page 109
0
12. Overlapping or duplication with affected units or programs:
Not applicable
X
Notification & response from affected units is attached
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
X
Not applicable
Applicable and CTE has given their approval.
14. Service-Learning Advisory Committee (SLAC) approval
X
Not applicable
Applicable and SLAC has given their approval.
15. Statements of support:
a. Staff
X Current staff is adequate
Additional staff is needed (describe needs in the box below):
b. Facilities
X Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
X Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
X Unit computer resources are adequate
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Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
e. ITCS resources
X ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for
instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country
REQUIRED READINGS (subject to change)
1. Markus, H.R. (2008). Pride, prejudice, and ambivalence: Toward a unified theory of
race and ethnicity. American Psychologist, 63, 651-670.
2. Taras, V., Kirkman, B. L., and Steel, P. (2010). Examining the impact of ‘culture’s
consequences.’ Journal of Applied Psychology, 95, 405-439.
3. Brewer, M. B., and Chen, Y. R. (2007). Where (who) are collectives in collectivism?
Toward conceptual clarification of individualism and collectivism. Psychological
Review, 114, 133-151.
4. Oyserman, D., and Lee, S. W. (2008). Does culture influence what and how we
think? Effects of priming individualism and collectivism. Psychological Bulletin, 134,
311-342.
5. Way, B. M., and Lieberman, M. D. (2010). Is there a genetic contribution to cultural
differences? Collectivism, individualism, and genetic markers of social sensitivity.
Social, Cognitive, and Affective Neuroscience, 5, 203-211.
6. Markus, H.R., and Kitayama, S. (2010). Culture and selves. Perspectives on
Psychological Science, 5, 420-430.
7. Kitayama, S., and Park, J. (2010). Cultural neuroscience of the self: Understanding
the social grounding of the brain. Social, Cognitive, and Affective Neuroscience, 5,
111-129.
8. Ketay, S., Aron, A., and Hedden, T. (2009). Culture and attention. Progress in Brain
Research, 178, 79-82.
9. Gutchess, A. H., and Indeck, A. (2009). Cultural influences on memory. Progress in
Brain Research, 178, 137-150.
10. Hong, Y-y., Morris, M. W., Chiu, C-y., & Benet-Martinez, V. (2000). Multicultural
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minds. American Psychologist, 55 (7), 709-720.
11. Nisbett, R. E., and Miyamoto, Y. (2005). The influence of culture: Holistic vs.
analytic perception. Trends in Cognitive Sciences, 10, 467-473.
12. Mason, M. F., and Morris, M. W. (2010). Culture, attribution, and automaticity.
Social, Cognitive, and Affective Neuroscience, 5, 292-306.
13. Varnum, M. E., Grossman, I., Kitayama, S., and Nisbett, R. E. (2010). The origin of
cultural differences in cognition. Current Directions in Psychological Science, 1, 9-13.
14. Bowman, N. A., Kitayama, S., and Nisbett, R. E. (2009). Social class differences in
self, attribution, and attention. Perspectives in Social Psychology Bulletin, 7, 880-893.
15. Heine, S. J., and Buchtel, E. E. (2009). Personality: The universal and the
culturally specific. Annual Review of Psychology, 60, 369-394.
16. Sosik, J. J., and Jung, D.I. (2002). Work-group characteristics and performance in
collectivistic and individualistic cultures. Journal of Social Psychology, 142, 5-23.
17. Ramesh, A., and Gelgand, M. J. (2010). Will they stay or will they go? The role of
job embeddedness in predicting turnover in individualistic and collectivistic cultures.
Journal of Applied Psychology, 95, 807-823.
18. Mesquita, B. (2001). Emotions in collectivist and individualist contexts. Journal of
Personality & Social Psychology, 80 (1), 68-74.
19. Landrine, H., & Klonoff, E. A. (2004). Culture change and ethnic-minority health
behavior. Journal of Behavioral Medicine, 27 (6), 527-555.
20. Landrine, H., & Klonoff, E. A. (2001). Cultural diversity and health psychology. In
A. Baum, J. Singer, & T. Revenson (Eds.), Handbook of Health Psychology (pp. 855895). Mahwah, NJ: Erlbaum.
21. Shavers, V. L., Bakos, A., and Sheppard, V. B. (2010). Race, ethnicity, and pain
among the U.S. adult population. Journal of Healthcare for the Poor and Underserved,
21, 177-220.
22. Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her
American doctors, and the collision of two cultures. New York: The Noonday Press.
23. Lam, A. & Zane, N. W. (2004). Ethnic differences in coping with interpersonal
stressors. Journal of Cross-Cultural Psychology, 35, 446-459.
24. Greenfield, P.M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways
through universal development. Annual Review of Psychology, 45, 461-490.
25. Hall, G. C. N. (2001). Psychotherapy research with ethnic minorities: Empirical,
ethical, and conceptual issues. Journal of Consulting & Clinical Psychology, 69 (3),
502-510.
26. Snowden, L. R. (2003). Bias in mental health assessment and intervention.
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American Journal of Public Health, 93 (2), 239-243.
27. Sue, S., Zane, N., Hall, G. C., and Berger, L. K. (2009). The case for cultural
competency in psychotherapeutic interventions. Annual Review of Psychology, 60,
525-548.
28. Alegria, M., Chatterji, P., Wells, K., Chen, C. N., Takeuchi, D. et al (2008).
Disparity in depression treatment among racial and ethnic minority populations in the
U.S. Psychiatric Services, 11, 1264-1272.
b. Course objectives for the course (student – centered, behavioral focus)
After completing this course, students should be:
1. Fluent with the major theories of cultural psychology and be able to:
a. Produce culturally-sensitive research hypotheses
b. Critically evaluate existing data using a culturally-sensitive lens
c. Design culturally-informed research that utilizes cultural psychology’s
experimental designs and data-analytic strategies (particularly with respect
to measurement invariance)
d. Develop culturally-appropriate and culturally-tailored assessments and
interventions in schools, organizations, and clinical settings.
c. Course topic outline
1. Introduction & Overview
a. History of Cultural Psychology
b. Culture, Cultural Practices, and Acculturation
c. Types of Cultures
2. Culture & Social-Personality Psychology
a. Individualism-Collectivism & the Self
b. Control & Attribution Processes
c. Emotion
3. Culture, Cognitive and Developmental Psychology
4. Culture & Experimental Psychology: Experimental Designs & Data Analysis
5. Culture and Applied Psychology
a. Clinical Psychology
b. School Psychology
c. Industrial/Organizational Psychology
6. Culture & Health Psychology/Behavioral Medicine
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d. List of course assignment, weighting of each assignment, and grading/evaluation system
for determining a grade
Assignments and evaluation of students:
Exam 1: 33%
Exam 2: 33%
Exam 3: 34%
*Each exam is cumulative such that the third exam is a comprehensive, final exam.
Exams consist of short essays that entail defining and then applying culturalpsychology constructs to applied and research problems.
The final letter grade will be determined by the following formula:
A: 90% – 100% of total points
B: 80% – 89%
C: 70% – 79%
F: below 70%
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