SYLLABUS [E63.2272] Adolescent Development in Context: Multicultural Multi Methods Perspectives 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 INSTRUCTOR: 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 education. 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 COURSE REQUIREMENTS 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 pages. 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. COURSE SCHEDULE Session #1 #2 Main Topics Introductions DAILY TOUR: Bahçeşehir Üniversity Cross Cultural Approach Project Goal: Specify research topics DAILY TOUR: Beşiktaş and Ortaköy #3 Readings/Due 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. 2. Cross-Cultural Methods Project Goal: Specify method/s 1. DAILY TOUR: Grand Bazaar Blue Mosque Spice Bazaar 2. 3. #4 First Friday #5 Ethnographic Methods 1. DAILY TOUR: TOPKAPI MUSEUM HAGIA SOPHIA 2. (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: Jossey-Bass. 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] 3. FULL DAY VISIT: Schools, Youth Centers, Faith-based organizations Step 1: Proposal Due Adolescent 1. Nakkula & Toshalis. [Chapter 1] 2. Eccles, J. S., Midgley, C., Buchanan, C. M., Wigfield, A., Development Reuman, D., & MacIver, D. (1993). Development during adolescence: The impact of stage/environment fit. American Psychologist, 48 (2), 90-101. #6 Adolescent 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] #7 School settings as developmental contexts 1. Nakkula & Toshalis. Chapter 11, 12 2. Eccles, J. S., & Roeser, R. W. (2003). Schools as 3. #8 Risk and Resilience 1. 2. 3. 4. 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 http://thenationalalliance.org/jan07/factsheet8.pdf 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] Second Friday #9 Data Collection Visits Gender Identity Development 1. Nakkula & Toshalis. [Chapters 6-9] 2. Sirin & Fine. [Chapter 6] #10 Racial and Ethnic Identity Development Method Consultation Global Perspectives on Adolescence 1. 2. 3. 1. #11 # 12 Presentations 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. CLASS POLICIES 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.