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Multicultural Psychology
Psychology 276
Term 8, April-May, 2012
Carol Zerbe Enns, Law 106D
cenns@cornellcollege.edu
Class hours: Selected from 9-11 AM and 1-3 PM Monday-Friday
895-4351 (office)
319-540-5767 (cell)
Introduction
Multicultural psychology can be defined as the systematic study of psychology in many (or “multi”) cultures.
“Culture” is used in many different ways and can refer to nationality, race, ethnicity, or country of origin.
“Culture” can also refer to “cultural life” and artistic opportunities; the historical, food, clothing, family,
religious, and historical traditions or rituals of specific groups; or the behaviors and thought patterns of
subgroups within a country or across nations (e.g., “teen culture” or “Asian American experience”). “Culture”
can be used to refer to descriptive, historical, normative, psychological, structural, and genetic aspects of
experience.
In addition to the complicated uses of terms such as culture and psychology, a multicultural psychology course
may emphasize within-country and domestic themes, transnational and global themes, and/or the experiences of
immigrants who encounter a transition from one country to another. In the first case (within country themes), the
content of multicultural psychology (or ethnic psychology) encompasses the range of cultures present within
North America and examines similarities and differences among groups. It also focuses on how structural
inequities such as oppression, prejudice, privilege, and discrimination may influence the cognitive, affective,
and behavioral experiences of persons within North America. Beyond North American borders, multicultural
psychology (sometimes referred to as cultural psychology or cross-cultural psychology) encompasses the study
of cultures and nations around the world.
North American psychology has been characterized as “a child of its culture,” and as bound by Western
concepts of individualism. In light of the growing recognition of culture-bound aspects of American psychology,
psychologists have increasingly examined ways in which Western psychological concepts can be used in
ethnocentric ways, and are attempting to place psychology in a more global, diverse perspective. Within this
class, we will examine within-North America issues and challenges as well as transnational and global concerns.
Given the breadth of this content, this course can only provide “slices” or case studies of cultural variation. It is
my hope that this sampling method will provide a frame of reference or strategy for examining other cultural
themes relevant to psychology throughout your educational career.
In summary, then, this course will explore the ways in which psychology is socially constructed and will pay
particular attention to the following factors as they influence human development: oppression, language,
acculturation, economic concerns, racism and prejudice, sociopolitical factors, child-rearing practices, religious
practices, family structure and dynamics, and cultural values and attitudes. Over the course of this block, we will
examine multicultural aspects of psychology within the United States and will also explore the possibilities for
more globally situated psychologies.
Class Texts and Readings
Organista, B. B., Marín, G., & Chun, K. M. (2010). The psychology of ethnic groups in the United States. Los
Angeles: Sage Press.
Watters, E. (2010). Crazy like us: The globalization of the American psyche. New York: Free Press.
Steele, C.M. (2010). Whistling Vivaldi and other clues to how stereotypes affect us. New York: Norton.
Journal articles and chapters (see schedule) posted on Moodle
Class Requirements
Regular attendance
Short overnight reaction papers
Two tests
Participation in and leadership of discussion
Psychosocial and social identity interview paper
Concise research paper
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A Partial List of Learning Objectives and Expected Student Outcomes
As an aspect of participating in this course, class members will:
-Gain foundational knowledge of ethnic/multicultural psychology and cross-cultural principles and theories by:
 Examining cultural influences on human behavior, mental processes, and human development
 Comprehending basic principles of culturally-appropriate research methods and assessment
techniques
 Identifying and challenging traditional psychological theories limited to Western cultures
 Analyzing the historical and sociopolitical context of psychological functioning and adjustment
 Comparing and contrasting models and frameworks for conceptualizing psychological
functioning in ecological and cultural context
 Identifying psychosocial issues and wellness/mental health needs of diverse groups within
North America as well as around the globe
-Develop critical thinking skills, self-introspection, and cultural competence by:
 Learning how to critically evaluate studies relevant to racial, ethnic, and cultural similarities and
differences
 Developing listening and communication skills about human diversity issues
 Understanding the significance of human diversity to one’s own psychosocial functioning
 Demonstrating flexibility in considering themes and issues relevant to multicultural and crosscultural psychology
 Learning to appreciate a multicultural and intercultural perspective on mental and physical
health
Explanation of Class Requirements
Participation
Because this course relies heavily on discussion and your involvement, attendance is essential. Please be
punctual in your arrival out of respect for other members of this class (late arrival can be distracting to class
members who are attempting to concentrate). The value of our class will depend to a large degree on what you
bring to it. Each member of the class is personally responsible for the quality of our time together, and I
welcome your contributions to this course.
To participate fully, please:
(1) Complete all daily readings before we meet
(2) Come to class with good questions or issues for discussion
(3) Contribute to the group without dominating discussion,
(4) Listen and respond to the contributions of others (in small and large group discussion)
(5) Help create a climate in which others can comfortably share their insights.
Tests
Class members will complete two tests: Wednesday, April 18 and Wednesday, May 2. Tests will include both
objective and essay questions. The highest proportion of test points is devoted to essay and short answer
responses.
Occasional Overnight Response Papers
Occasional short directed papers are assignments that ask students to provide a brief 1-2 page response to a
specific question or topic. These overnight responses are intended to foster your thinking about the topic, and
are often useful for facilitating class discussion. I often distribute questions that can serve as a catalyst for these
response papers. One of the response papers will ask you to respond to at least one question (distributed in
class) to Whistling Vivaldi and will be due on Friday, April 13.
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Psychosocial and Social Identity Interview Paper
Due: Monday, April 23
Recommended length: 5-6 pages
This paper is based on your interview with another person. The primary purpose of this assignment is to gain a
better understanding of psychosocial issues that are relevant to a person from a diverse cultural or ethnic
context. Below I have recommended a variety of questions and issues that are relevant to the paper. In general,
the discussion of any of the themes explored in class (e.g., racism, identity development, acculturation) can be
incorporated within the paper. If you are unable to find another person to interview, it is possible to focus on
your own experience (but please check with me first). In this case, you will reflect on the relevance of each of
the themes listed below for yourself.
Social identity paper content and organization
The paper should begin with an introduction, which should include demographic information such as the
respondent’s pseudonym (avoid using the person’s name in order to protect his or her privacy), age, sex,
ethnicity, relationship to the interviewer, family composition, current residence. The introduction should
include a statement of your purpose and how the paper is organized. In writing the paper, the following
questions or areas of analysis are likely to be especially relevant.
1. According to acculturation models presented in your text (e.g., Berry’s), how would you characterize the
acculturation experiences of the respondent and his/her family? Which mode of acculturation appears to be
displayed by the respondent and his/her family? Have the respondent and his/her family experienced
acculturative stress? Describe.
2. How do you understand the respondent’s socioeconomic status in relation to how society is stratified by
ethnicity (refer to your text, chapter 2, section on ethnic minority stratification)? What other individual
characteristics are related to stratification in your respondent’s life?
3. How do you understand the respondent’s psychosocial challenges (i.e., problems that negatively impact
his/her daily functioning) in relation to his/her acculturation experience and exposure to social stratification?
Are there specific risk factors that may predispose him/her to psychological distress? (Refer to risk behaviors,
culture and health, and psychological distress sections of text.)
4. How has your respondent and his/her family coped with these psychosocial challenges? Are there any
protective factors in their lives that may help buffer the effects of stress?
5. How would you characterize the respondent’s ethnic identity based on ethnic minority models reviewed in
Chapter 5 (e.g., Cross or Phinney’s model of ethnic identity or Root or Collins’ for biracial individuals)?
a. How would you describe the different components of the respondent’s ethnic identity?
Explain and provide examples.
b. What stage(s) of ethnic identity development best capture(s) the experiences of the
respondent? Explain and provide examples.
6. What other identity formation issues (e.g., gender, sexual, class), as outlined in Chapter 5, best represent your
respondent’s experiences? Explain and provide examples.
7. How have racism and discrimination impacted your respondent’s life? How does your respondent cope with
racial stressors?
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Potential questions for the psychosocial interview
Ethnic identity
“How do you identify yourself in terms of ethnicity?” (You may also ask about the person’s multiple identities.)
“What thoughts/feelings do you have about your ethnic group?” (e.g., its social problems and contributions)
“What thoughts/feelings do you have about the dominant culture?”
“What thoughts/feelings do you have about other ethnic groups?”
Experiences with racism and discrimination:
“Have you had any personal experiences with racism or other ‘isms’?”
If the response is “No,” “Do you know of other members of your ethnic group who have experienced racism and
discrimination? Please describe these incidents.”
“Has discrimination ever interfered with your life?” (e.g., with your work or school performance, relationships)
If yes, “Please explain.” “How do you deal with racism and discrimination?”
Socioeconomic status (SES)
“What is your highest level of education?” “What was the highest level of education obtained by your parents?”
“What is your current job?” “What is (are) the current job(s) of your parents?”
Immigration and migration history of the respondent, acculturation experiences
“Please tell me about your family’s immigration to the United States?” (if immigration is relevant);
“What challenges did you and your family face during relocation?”
“What types of adjustment challenges have you faced in making cultural transitions?” “How have you dealt
with these challenges?”
Concise Research Paper
Due on Tuesday, April 17: Brief topic statement about your paper topic and brief description of two relevant
references
Due: Monday, April 30 (5 P.M.)
Recommended length: 6 to 8 pages
Minimum number of sources: 4 (one source may be a class reading)
Research Option 1: Research on stereotype threat, modern racism, or ethnic/racial development
A substantial body of research focuses on modern forms of racism, gender bias, or ethnic identity development.
For this paper, you will review closely related research articles (qualitative or quantitative research) on a
specific topic. The paper should begin with a clear definition of the stereotype, prejudice, or racism-related
construct or identity theory, and should be followed by a discussion and critique of studies. At least 3 of the
articles should be empirical research articles on the topic. If using this option, I encourage you to consider
writing your paper on stereotype threat, which will allow you to use Whistling Vivaldi as one source. The
reference lists at the end of the book will provide a rich source of empirical sources. Other relevant topics
include:
-microaggressions & racism
-ambivalent prejudice (e.g., sexism or racism)
-aversive or modern racism
-social justification theory and research
-perceived racism & psychological/physical distress
-mutiracial identity development
-research on internalized racism (may include interactions with internalized heterosexism, sexism etc.)
-ethnic identity development in a specific group (e.g., adolescents, African American persons, Latinos)
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Research Option 2: A mental health issue introduced in Crazy Like Us
The book Crazy Like Us uses 4 case studies to explore how Western concepts of mental health have been
applied in other settings without careful attention to cultural values and differences. The topics explored in this
book include eating disorders (Hong Kong), posttraumatic stress disorder and disaster responses (Sri Lanka),
medical treatment of depression (Japan), and schizophrenia (Zanzibar). Using one of these chapters as a
foundation or starting point, explore some aspect of the issue in greater detail. As part of the paper, you should
provide your own critical analysis of the issue, which may vary from the analysis provided by the author (Ethan
Watters). In addition, you should provide recommendations for culturally appropriate application of
psychological assessments or interventions.
Crazy Like Us is a “trade book” that is written primarily for the general public. Although the book is well
researched, the writing style is rather different than primary source research material in psychology. Your task
will be facilitated by exploring some of the primary research materials used by this author and expanding on the
chapter content and to provide greater depth of perspective. A recommended approach is to consult the
reference list associated with each chapter, secure these resources or closely related sources, and write a paper
that analyzes the issue. You may also use other primary sources and studies that are relevant to the topic. At
least two of the sources you use should be original research studies (not literature reviews).
Another alternative is to take the subject matter of a chapter from this book and apply it to another country. For
example, one option would be to explore eating disorders (chapter 1) in an Asian country other than Hong Kong.
As another option, you might focus on a topic such as post-traumatic stress in response to the Rwandan
genocide.
The following description clarifies general standards for grading research papers.
Superior (A): This paper not only fulfills the assignment, but also has something original and important to
say and the points it makes are well supported. It is organized effectively, develops smoothly, and it is
written clearly and correctly (according to scientific writing standards). It is based on data or a review of
the literature that is clearly related to the points it makes. Findings from the literature are integrated into a
readable and comprehensive paper. The conclusions suggest that the writer has synthesized the literature
and has identified strengths and limitations of the literature as well as future directions for research and
theory. The paper is written correctly with regard to mechanics and citation style.
Good (B): This paper fulfills the assignment. Its general ideas are clear and it is presented effectively. It
handles sources clearly, and includes no serious errors of fact or interpretation. Although it may not
represent substantial new insight into the issues, it provides an adequate and appropriate report about data or
literature. Generally, the paper is correct with regard to usage, is appropriate in style, and uses correct
standards of writing, including bibliographic citations.
Average (C): This paper fulfills the assignment adequately, but it might be better described as an annotated
bibliography. Points may be hard to follow and the paper may be poorly organized (e.g., unbroken narrative
with no headings or clear relationships; literature review that summarizes sources merely in sequence
without synthesizing points). There may be errors of fact or interpretation. Sources or data may be poorly
chosen – insufficient in number, of inappropriate types, too old, lacking in authority, etc. There may be
errors in usage, the style may be inappropriate for the assignment, or there may be errors in mechanics of
writing or citation.
Marginal (D/F): This paper does not fulfill the assignment. It may fail to focus on a single topic or
subject. It omits important material or makes repeated errors of fact or interpretation.
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Make-up Exams and Late Papers
Occasionally students become ill immediately before an exam or the due date of a paper. Students who wish to
request extensions because of illness or personal crises must notify me in a timely fashion (e.g., before the day
the assignment is due and before a test begins.) In other cases, papers that are submitted after the deadline will
be considered late and will be penalized 1/2 grade for every 24 hour period after the stated deadline.
Accommodations for Disabilities
Cornell College is committed to providing equal opportunities to all students. If you have a documented
learning disability and will need any accommodation in this course, you must request the accommodation(s)
from the instructor of the course within the first three days of the term. Additional information about the
policies and procedures for accommodation of learning disabilities is available on the Cornell website at
http://cornellcollege.edu/student_affairs/compass/academic-policies.shtml.
Academic Honesty
The College considers Cornell students to be responsible persons who maturity will develop in a community that
encourages free inquiry. The College expects the highest degree of personal integrity in all relationships. Any
form of dishonesty is a violation of this spirit and of College rules. When a piece of work is submitted for
credit, a student is asserting that the submission is her or his work unless there is a citation of a specific source.
If there is no appropriate acknowledgement of sources, whether intended or not, this may constitute a violation
of the College’s requirement for honesty in academic work and may be treated as a case of academic dishonesty.
Dishonesty in academic work includes both cheating and plagiarism. For more information, see
http://cornellcollege.edu/student_affairs/compass/academic-policies.shtml.
Approximate Values Assigned to Class Assignments
Tests
Psychosocial and social identity interview
Short research paper
Participation/attendance
Short 1-2 page writing assignments
Total points
Grading Scale
A=94%
A-=90%
B+=87%
B=83%
B-=80%
C+=77%
C=73%
C-=70%
D+=67%
D=63%
D-=60%
F=59% and below
60-80 points/test
25-30
50-60
30-35
20-30
260-300 points
(45-50%)
(9-10%)
(20-22%)
(10-12%)
(8-9%)
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Class Schedule & List of Readings (Modifications may be made)
Monday, April 9
Defining multicultural psychology (global, transnational, ethnic, cultural, cross-cultural, & indigenous
psychologies)
A.M.: Introduction and overview
P.M.: Movie
Reading: Text, Chapter 1
Spinney, L. (2010, November 13). Who’s the oddball? New Scientist, 42-45.
Recommended Reading:
American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice,
and organizational change for psychologists. American Psychologist, 58, 377-402. (an excerpt can be found
in the Organista et al. text, p. 26).
Tuesday, April 10
World views, value orientations, and cultural dimensions
Social stratification, power, and privilege
Reading: Text, Chapter 2
Yamato, G., Something about it makes it hard to name.
Markus, H. R., & Kitayama, S. (2010). Cultures and selves: A cycle of mutual constitution. Perspectives on
Psychological Science, 5, 420-430. (read pp. 420-425, emphasizing pp. 422-425)
www.geert-hofstede.com/national-culture.html , Hofstede’s cultural dimensions (click on National Culture)
Activity: Complete the Independence/Interdependence Questionnaire (the Kato/Markus Questionnaire), which
can be found at www.personalityresearch.org/tests.html . Scroll down to the Cognitive Social Theories
section, and within that section, select the Independence/Interdependence Questionnaire.
Wednesday, April 11
Culturally sensitive research
Stereotypes, prejudice, discrimination, racism
Reading: Text, Chapter 3
Otsuka, S. (2005). Talanoa research: Culturally appropriate research design in Fiji.
Miville, M.L., Constantine, M.G., Baysden, M. F., & So-Lloyd, G. (2005). Chameleon changes: An exploration
of racial identity themes of multiracial people. Journal of Counseling Psychology, 52, 507-516.
Begin reading Whistling Vivaldi
Thursday, April 12
Acculturation
Reading: Text, Chapter 4
Continue reading Whistling Vivaldi (Chapters 1-4)
DeAngelis, T. (2011, October). Helping new Americans find their way. Monitor on Psychology, 42(9), 33-35.
Chow, C. S. (1994, July/August). Too great a price: The psychological toll of assimilation. Family Therapy
Networker, 31-35.
Friday, April 13
Stereotype threat: Research and implications
9 AM, regular class session; 1 PM: Library instruction in Cole Library Room 212
Reading: Finish Whistling Vivaldi and write a short response to one or more questions distributed in class.
Banaji, M. R. (2001, January/February). Ordinary prejudice. Psychological Science Agenda, 14 (1), 8-10.
Activity: Complete an implicit association test (IAT) at http://implicit.harvard.edu/implicit/ (be prepared to
report on your reactions/results)
Due: Short reaction to Whistling Vivaldi.
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Monday, April 16
Identity development: Ethnic/racial identity and intersecting identities
Reading: Text, Chapter 5
Tatum, B.D. (2002). Excerpt from “Why are all the Black kids sitting together in the cafeteria?” Basic Books.
Tatum, B. D. (1994). Teaching white students about racism: The search for white allies and the restoration of
hope. Teachers College Record, 95, 462-476.
Israel, T. (2012). Exploring privilege in counseling psychology: Shifting the lens. The Counseling Psychologist,
40, 158-180.
Recommended:
Cross, W.E. (1995). In search of Blackness and Afrocentricity: The psychology of Black identity change. In
H.W. Harris, H.C. Blue, & E.H. Griffith (Eds.), Racial and ethnic identity: Psychological development and
creative expression. New York: Routledge.
Tuesday, April 17
Subtle biases, microaggressions, and their consequences
Reading: Text, Chapter 7
Dovidio, J. F., Gaertner, S. L., Kawakami, K., & Hodson, G. (2002). Why can’t we just get along? Cultural
Diversity and Ethnic Minority Psychology, 8, 88-102.
Sue, D. W., Capodilupo, C.M., Torino, G. C., Bucceri, J.M., Holder, A.M.B., Nadal, K.L., & Esquilin, M.
(2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist,
62, 271-286.
DeAngelis, T. (2011, October). A new way to combat prejudice. Monitor on Psychology, 42(9), 40-41. (brief
report on the work/research of Carol Dweck)
Due: Brief statement about research paper and abstracts of initial sources
Wednesday, April 18
9 A.M.: Test #1
1:00 P.M. class
Thursday, April 19
Family and intimate relationships
Reading: Text, Chapter 6
Hacker, K. et al. (2011). The impact of immigration and customs enforcement on immigrant health: Perceptions
of immigrants in Everett, Massachusetts, USA. Social Science and Medicine, 73, 586-594.
McLeigh, J.D. (2010). How do immigration and customs enforcement (ICE) practices affect the mental health of
children? American Journal of Orthopsychiatry, 80, 96-100.
APA Resolution on Immigrant Children, Youth, and Families
Recommended:
Pumariega, A.J., & Rothee, E. (2010). Leaving no children or families outside: The challenges of immigration.
American Journal of Orthopsychiatry, 80, 505-515. (emphasize 505-509).
Friday, April 20
Reading, writing, and work day
Saturday, April 21
Cornell College Student Research Symposium
Attend sessions that focus on ethnic/racial diversity
Monday, April 23
Culture, economics, ethnicity, and physical health
Reading: Text, Chapter 8
Munsey, C. (2011, October). Segregation’s ongoing legacy, Monitor on Psychology, 42(9), 36-37.
Drexler, M. (2007) How racism hurts—literally. Globe Magazine.
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Due at 9 AM: Psychosocial Identity Paper
Tuesday, April 24 (tentative)
Trauma and mental health
Trauma, Natural Disasters, and Psychological Distress
Reading:
Crazy Like Us, Chapter 2
Tribe, R. (2007). Health pluralism: A more appropriate alternative to western models of therapy in the context of
civil conflict and natural disaster in Sri Lanka? Journal of Refugee Studies, 20, 21-36.
Wessells, M. G. (2009). Do no harm: Toward contextually appropriate psychosocial support in international
emergencies. American Psychologist, 64, 842-854.
Wednesday, April 25 (tentative)
Culture and mental health
Gender issues and inequalities in cross-cultural context
Reading:
Crazy Like Us, Chapter 1
Additional readings TBA
Thursday, April 26 (tentative)
Culture and violence: Genocide
Readings selected from the following:
APA Resolution on genocide
Moshman, D. (2007). Us and them: Identity and genocide. Identity: An international Journal of Theory and
Research, 7, 115-135.
Smith, D.N. (1998). The psychocultural roots of genocide: Legitimacy and crisis in Rwanda. American
Psychologist, 53, 743-753.
Staub, E. (1999). The origins and prevention of genocide, mass killing, and other collective violence. Peace and
Conflict: Journal of Peace Psychology, 5, 303-336.
Staub, E. (2006). Reconciliation after genocide, mass killing, or intractable conflict: Understanding the roots of
violence, psychological recovery, and steps toward a general theory. Political Psychology, 27, 867-894.
Martin, S. (2007, October). Stop the genocide. Monitor, pp. 26-27.
Friday, April 27 (tentative)
Culture, mental health, and culture-based expressions of distress
Reading: Text, Chapter 9
Crazy Like Us, Chapter 4
Saturday, April 28
The Muslim/Islamic experience in Cedar Rapids
A case study of immigration and acculturation
A visit to the Mother Mosque of Cedar Rapids and related programming
Saturday AM hours
Monday, April 30 (tentative)
Culturally sensitive interventions
DUE: Research paper (5 P.M.)
Reading: Crazy Like Us, Chapter 3
Vedantam, S. (2005, June 27). Social network’s healing power is borne out in poorer nations. Washington Post.
APA Office of Ethnic Minority Affairs. (1993). Guidelines for providers of psychological services to ethnic,
linguistic, and culturally diverse populations. American Psychologist, 48, 45-48.
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Tuesday, May 1 (tentative)
Toward an inclusive psychology
Reading: Text, Chapter 10
Marsella, A. J. (1998). Toward a “global-community psychology.” American Psychologist, 53, 1282-1291.
Goodman, L.A., Liang, B., Helms, J. E., Latta, R.E., Sparks, E., & Weintraub, S. R. (2004). Training counseling
psychologists as social justice agents: Feminist and multicultural principles in action. The Counseling
Psychology, 32, 793-837. (Read pp. 793-807)
Enrichment readings:
Caldwell, J.C., & Vera, E.M. (2010). Critical incidents in counseling psychology professionals’ and trainees’
social justice orientation development. Training and Education in Professional Psychology, 4, 163-176.
Marsella, A.J. (2009). Some reflections on potential abuses of psychology’s knowledge and practices.
Psychological Studies, 54, 23-27.
Wednesday, May 2
Test #2