Engaging the World: American Diversity Students will: 1. Analyze aspects of social diversity and how they affect society in the United States of America Much of the course content of Cross-cultural Psychology deals with cultural diversity, both globally, and within many of those same subcultural groups within the United States. We explore core psychological research through the lens of cultural diversity. Although culture is explored as a psychological and social construct, the processes of culture are applied to the United States as an example of a pluralistic society that must deal with intercultural contact in every aspect of life. Issues are U.S. diversity are handled under the topics covered in the following ways: MethodsStudents are introduced to culture as not being tied to ideas of ethnicity, nationality, socioeconomic status or race, but instead as the beliefs, values and patterns of behavior that are passed from one generation to another. Students are introduced to their organization serving the homeless with the idea that each organization has its own culture and the homeless have a culture as well. Intercultural ContactStudents undergo a cultural contact simulation to practice new skills. This includes learning about stereotypes and how to use them efficiently to avoid prejudice, as well as being made aware of ethnocentrism and how our own cultural lens often leads to cultural miscommunication. AcculturationStudents learn about acculturation and power in the process of acquiring the cultural rules of a new place. Cultural Frame of Reference, the political and historical relationship between the culture of origin and the dominant culture, are explored specifically as it pertains to voluntary and involuntary minorities in the United States. Mental Health and IllnessStudents are exposed to the cultural framework of the DSM-IV TR and the possible misdiagnoses that are common in the United States where most diagnosticians are from the dominant culture and clients from other cultures, such as African-Americans and the Amish, are frequently over diagnosed, where other cultures such as Asian subcultures are frequently underdiagnosed. Transpersonal PsychologyStudents explore cultural differences in accepted states of consciousness and American legal and religious biases in the use of drugs and trace states. Human DevelopmentStudents reconsider the Western Universal Model of parenting style as the only acceptable model, and learn about Effective Environment, the idea that parents raise children to survive in the roles available for adults in their community. This questions ideas around race, class and privilege in the U.S. Motivation and ValuesThe cultural values of collectivism and individualism are explored as they pertain to personality and motivation. Students explore their own personality as a way to understand the different cultural influences present as a person in the United States. IntelligenceStudents explore theoretical approaches to intelligence set within the United States during the 80s and 90s, including Ebonics, English Only legislation, and the publication of The Bell Curve, which suggested that U.S. intelligence would be lowered due to a cognitive underclass that was genetically based. CognitionLearning styles and schooling are explored as influences in cognitive styles. Specifically, how do we address multiculturalism in the classroom, especially in the context of indigenous peoples of the United States. PerceptionStudents explore ecological and philosophical influences in the perception of optical illusions and time, and apply them to differences observed in cultures within the U.S. GenderStudents learn about ideas of sex, gender, identity and legal status of groups, especially as it applies to border areas with Mexico and indigenous peoples of the United States, as well as considering gender and sexual orientation as identities within the U.S. Assessment will be in the form of integrative essay exams which require the students to integrate at least two different theories and demonstrate the synthesis with examples from class, videos and their experiences at their service-learning placements. Content will also be assessed through cooperative group quizzes and shared inquiry discussion. 2. Explain how social categories and structures of power may affect the human person Issues of acculturation, power, intercultural contact and stereotypes are core to the course. Students will directly study the processes of structures of power and the social outcomes of those processes through servicelearning, lectures, videos, source readings and discussion. For example, before entering their service-learning placements where they will be working with the homeless and extremely low income people, students will be instructed in the concepts of acculturative stress, stereotyping, prejudice, discrimination and the common outcomes of these phenomena. Students will then experience a live-time cultural contact simulation game (Bafa Bafa) followed by discussion. Finally, students will be asked to apply these new skills to their service placement setting, where they will have to enter a new and unfamiliar culture context. Service placements are specifically chosen so that the students are not entering the context as experts, but at the level of service, where they can learn from clients and community partners. Assessment will be in the form of integrative essay exams which require the students to integrate at least two different theories and demonstrate the synthesis with examples from class, videos and their experiences at their service-learning placements. Content will also be assessed through cooperative group quizzes and shared inquiry discussion. In addition, students’ awareness of social categories and structures of power will be assessed through reflective journals, where they must integrate their experiences serving a homeless/extremely low income population with the ideas of stereotyping, acculturation, and power issues in drug use , mental health, and parenting styles.