Summer Study Abroad in Istanbul, Turkey 2012

[E63.2272] Adolescent Development in Context: Multicultural Multi Methods
Summer Study Abroad in Istanbul, Turkey 2012
Selcuk R. Sirin, Ph.D. — [email protected]
NYU Steinhardt Department of Applied Psychology
Arrival in Turkey: July 1st, 2012; Departure to US: July 21st, 2012
Course Description and Objectives
This program is designed for students who are preparing to work with adolescents either as
school professionals, mental health practitioners, or researchers. The program has a single goal,
understanding youth development in context. To reach this goal we will use two relates lenses.
Through a theoretical lense, we will explore various ways and mechanisms that cultural norms
and foundations shape adolescent development. Through a methodological lens, we will develop
innovative research tools to empirically understand youth development in context. All program
activities are organized around using these two lenses simultaneously to critically examine youth
development in the US and internationally.
By the end of this program, I expect the students to be able to:
1. Understand key theoretical concepts in the field of adolescent development,
2. Identify what psychologists and educators can do to promote positive youth outcomes.
3. Read and understand research articles published in the fields of psychology and
4. Critically examine the roles of culture and social position (e.g., race, class, gender) in
shaping adolescent development and youth researchers’ theoretical assumptions and
methodological approaches.
5. Design an empirical research report with data gathered from the field on a relevant topic
that accounts for the complex role of culture in youth development.
Required Textbooks
Nakkula, M & Toshalis, E. (2006). Understanding Youth: Adolescent Development for
Educators. Cambridge, MA: Harvard Education Press.
Kinzer, J. (2002). Crescent and star: Turkey between two worlds. Farrar, Straus and Giroux:
New York
Pamuk, O. (1991). The White Castle / translated from the Turkish by Victoria Holbrook.
Braziller: New York
Sirin, S. R. & Fine, M. (2008). Muslim American youth: Studying hyphenated identities across
methods. New York University Press: New York
Your numerical grade will be determined based on your performance in class as detailed below.
1. Discussion Questions (20 %): In order to facilitate participation, each student is expected
to submit discussion questions for the assigned reading materials. The questions must be
substantive, that is, it must contribute to the course discussion by providing not only your
opinion but also supporting evidence from the assigned reading materials. You will be
graded based upon the content of your discussion questions. Discussion questions are
graded on a check minus, check, check plus basis. Grades are based on the thoughtfulness
of your question. There is a limit of two questions per article and a single page per class.
Please email your questions by noon of the day of the class.
2. Cross-Cultural Research Project (60 %): You will develop an empirical research
proposal on a topic of your choice. The goal of this project is to apply the concepts that are
learned in this class. Culture should be at the center of your research proposal. The
proposal will be developed in three steps.
Step 1: Proposal (20%). In this step you should specify your research question, provide a
theoretically sound rationale for the study and develop a research design to answer your
question. A clear cultural framework for your research question is a must! In your
introduction you should review at least 10 empirical articles and integrate materials from at
least 3 assigned readings. This section should have two sections: Introduction and Methods.
The page limit is maximum 5 pages.
Step 2: Final Paper (30%). Once you receive feedback from the instructor, you will have a
chance to revise it before final submission (10 points). The final paper will have the revised
introduction, methods, and will also include the results and discussion sections. You must
also draft a single-page cover letter indicating how you addressed each reviewer’s concerns
(5 points). In this letter you will specify how you addressed the concerns and also highlight
areas where you disagree with the reviewer and explain why. The page limit is maximum 5
Step 3: Presentation (10%). Each student will prepare a coherent oral presentation sharing
important discoveries from his/her research project. Please develop a PowerPoint
presentation and send me the materials the night before this is due.
3. Reflection Paper (20 points): This paper should illustrate your impressions of youth
development in Turkey and in the US with a focus on the role of culture in shaping youth
development. This is your chance to make connections between lecture notes, field
experiences and your research report. This paper is due July 30th after the class is over. The
page limit is maximum 5 pages.
Main Topics
Bahçeşehir Üniversity
Cross Cultural
Project Goal: Specify
research topics
Beşiktaş and Ortaköy
Introduction to Research Methods Lecture
Project Goal: Developing cross cultural research ideas
1. Segall, M. H. , Dasen, P. R., Berry, J. W. Poertinga, Y. H.
Cross-Cultural Methods
Project Goal: Specify
Grand Bazaar
Blue Mosque
Spice Bazaar
Ethnographic Methods
(1999). Human behavior in global perspective: An
introduction to Cross-Cultural Psyhcology. Needham
Heights, MA: Allyn and Bacon. [Chapter 1]
Price-Williams, D. R. (2002). Cross-, Intra-, Inter-, and just
plain cultural. In W. J. Lonner, D. L. Dinnel, S. A. Hayes, &
D. N. Sattler (Eds.), Online Readings in Psychology and
Culture [Unit 2, Chapter 3].
Smith, P. B. (2002). Levels of analysis in cross-cultural
psychology. In W. J. Lonner, D. L. Dinnel, S. A. Hayes, & D.
N. Sattler (Eds.), Online Readings in Psychology and Culture
[Unit 2, Chapter 7].
Cheung, F. M., & Cheung, S. F. (2003). Measuring
personality and values across cultures: Imported versus
indigenous measures. In W. J. Lonner, D. L. Dinnel, S. A.
Hayes, & D. N. Sattler (Eds.), Online Readings in Psychology
and Culture [Unit 6, Chapter 5].
Padilla, AM & Medina, A (1996). Cross-cultural sensitivity
in assessment: Using tests in culturally appropriate ways. In
L. Suzuki, P.J. Meller & J.G. Ponterotto (Eds.) Handbook of
Multicultural Assessment, (pp 3-28). San Francisco, CA:
Schensul, S., Schensul, J. & LeCompte, M. (1999). Essential
Ethnographic Methods. Walnut Creek, CA: Altamira
Press. [Chapters 6 and 7], In-Depth, Open-Ended
Interviewing, and Semi-structured Interviewing, pp. 121-164.
Kitzinger, J. (1995). Introducing focus groups. British
Medical Journal, 311, 299-303
Sirin & Fine (2007). [Chapter 1]
FULL DAY VISIT: Schools, Youth Centers, Faith-based organizations
Step 1: Proposal Due
1. Nakkula & Toshalis. [Chapter 1]
2. Eccles, J. S., Midgley, C., Buchanan, C. M., Wigfield, A.,
Reuman, D., & MacIver, D. (1993). Development during
adolescence: The impact of stage/environment fit. American
Psychologist, 48 (2), 90-101.
Development in Context
Over Time
1. Nakkula & Toshalis. [Chapter 2]
2. Kagitcibasi, C. (2009). Family, self, and human development
across cultures: Theory and Applications (2nd Edition).
Mahwah, NJ: Psychology Press. [Chapter 1-2]
3. Sirin & Fine (2007). [Chapter 2-3]
School settings as
developmental contexts
1. Nakkula & Toshalis. Chapter 11, 12
2. Eccles, J. S., & Roeser, R. W. (2003). Schools as
Risk and Resilience
developmental contexts. In G. Adams (Ed.), Handbook of
Adolescence. (pp. 129-148). Oxford, UK: Blackwell Press.
Brooks, J. (2006). Strengthening resilience in children and
youths: Maximizing opportunities through the schools.
Children and Schools, 28(2), 69-76.
Nakkula & Toshalis. [Chapter 3]
Fox, H., McManus, M., & Arnold, K. (2010). Significant
multiple risk behaviors among US high school students. The
National Alliance to Advance Adolescent Health Fact Sheet #
8. Retreived from
Luthar, S. S. (2006). Resilience in development: A synthesis
of research across five decades. In D. Cicchetti & D.J. Cohen
(Eds.), Developmental psychopathology: Vol.3. Risk, disorder,
and adaptation (2nd ed.) (pp. 739–795). New York: Wiley.
Sirin & Fine[Chapter 4]
Data Collection Visits
Gender Identity
1. Nakkula & Toshalis. [Chapters 6-9]
2. Sirin & Fine. [Chapter 6]
Racial and Ethnic
Identity Development
Method Consultation
Global Perspectives on
# 12
Step 2: Final Paper Due
Nakkula & Toshalis. [Chapters 7-8]
Tatum, B.D. (2003). Chapter 4
Sirin & Fine. [Chapter 5]
Kagitcibasi, C. (2009). Family, self, and human development
across cultures: Theory and Applications (2nd Edition).
Mahwah, NJ: Psychology Press. [Chapter 4]
2. Suárez-Orozco, C. (2004). Formulating identity in a globalized
world. In M. M. Suárez-Orozco & D. B. Qin-Hilliard (Eds.),
Globalization: Culture and education in the new millenium
(pp. 173-202). Berkeley, CA: Univeristy of California Press.
Cheating and plagiarism will not be tolerated. Plagiarism includes copying papers off of the
Internet or from another students’ paper.
Makeups: Late assignments will be accepted only one day after the due date and it will be
graded out of 80 % of the total grade. Any assignment turned in thereafter will not be
accepted for grading purposes. There is no exception to this rule, so please do not ask for it
unless you have a legitimate reason (e.g., doctor’s report, accident etc.).
Please refer to the Publication Manual of The American Psychological Association as your
main reference guide for all of your assignments in this class.
All papers in this class must be typed using 12-point font, double-spaced with 1-inch margin
sides, top and bottom, using APA style. As much as possible, use direct quotes in
moderation, and provide appropriate citations for ideas you have taken from other sources.
Always keep a copy of your written work on disk or on your hard-drive.
No cell phones, beepers, or other electronic devices that can disrupt the class will be
permitted in the classroom.