CHICANO/LATINO PSYCHOLOGY San Diego State University PSY 345 Spring 2014 Instructor: Emilio Ulloa, Ph.D. Meeting Time: MW: 3:30-4:45pm Office: LS 105 Room: P - 148 Phone: 594-3110 Office Hours: Wed 2 :30-3 :30pm email: eulloa@sciences.sdsu.edu Teaching Assistant: Monica Guzman Office : LS105-C Office Hours : Thurs 1 :00-3 :00pm email: MLGuzman88@gmail.com For office hours click here: https://www.google.com/calendar/selfsched?sstoken=UUtDU045ak54eGxHfGRlZmF1bHR8Z GJmNzdlMmZkODExMjViZTg2YTIzMThhNTAwNjkzMTg COURSE DESCRIPTION This course is an introduction to the research, theory, and issues surrounding the topic of Chicano/Latino individuals and families. Many aspects of Chicano/Latinos will be examined including cultural history and contemporary issues such as: the organization of family, traditions, lifestyle, values, beliefs, generational differences, gender issues, and ethnic identity. COURSE OBJECTIVES 1. To examine the diversity and heterogeneity of the Chicano/Latino psychological experience. 2. To gain an understanding of the psychological issues faced by Chicano/Latinos and how these issues influence cognition, behavior, and mental health. 3. Identify the practical and theoretical implication of the issues, diversity, and psychology of Chicano/Latinos Student Learning Outcomes: Upon successful completion of the course, students will be able to: 1. Understand and articulate their own assumptions about, stereotypes of, and prejudices toward Latinos, and place these thoughts and feelings in the context of Latino/a experience and Latino/a intergroup relations 2. Recognize the history, demographics, current status, identities, and key cultural values of Chicano/Latinos and their various subgroups 3. Describe and Demonstrate an understanding of the sociocultural, developmental, and community issues that affect Chicano/Latino well-being and mental health 4. Demonstrate- through the use of an original essay- an understanding of how Latino/a ethnicity–both culture and identity–interacts with a range of other factors, such as gender, class, color, national origin, immigration status, to affect individual and collective experiences. 1 COURSE FORMAT The course will take a mixed format: including discussion, cooperative learning, lecture, and research. The environment will allow for interaction among the students and group activity will be initiated. It is crucial that students complete the assigned readings to enable their participation in class dialogue. GROUND RULES OF DISCUSSION Remain respectful of others' views, opinions and statements Express your thoughts openly while respecting your colleagues Be courteous and polite Avoid any comments and language that can be offensive Allow peers to finish statements and complete thoughts COURSE EVALUATION POINTS MyWritingLab completion Midterm Examination Movie reaction paper 1 1st draft term paper peer review Complete 3 peer reviews Movie reaction paper 2 2nd draft term paper peer review Complete 3 peer reviews 3rd draft term paper peer review Complete 3 peer reviews Term paper Final Examination 45 50 20 45 45 20 45 45 45 45 45 50 ––––– 500 Total Points Available Grades will be assigned by percentage, i.e., 100-95% (475-500pts) = A 94-90% (450-474pts) = A89-87% (435-449pts) = B+ 86-84% (420-434pts) = B 83-80% (400-419pts) = B79-77% (385-399pts) = C+ 76-74% (370-384pts) = C 73-70% (350-369pts) = C69-67% (335-349pts) = D+ 66-64% (320-334pts) = D 63-60% (300-319pts) = D59% or Less ( <319pts) = F Assignments are due at the beginning of class on the day noted. No late papers or make-up exams will be accepted. Students who miss an exam will have the option to earn 90% of points from the remaining exam. 2 COURSE REQUIREMENTS & EVALUATIONS, Continued MIDTERM AND FINAL EXAMINATIONS (50 POINTS EACH). There will be one midterm and one final. The exams will include multiple choice, true/false, and essay/comprehensive type questions. The exams are to be written in complete sentences. Answers will be evaluated on comprehensive and specific knowledge of the topic, development and support of conceptualization, thoroughness of responses, organization, and presentation of materials. MOVIE REACTION PAPER (20 POINTS). Students are to watch Quinciniera, and Zoot Suit in class and discuss the movie with three to four students enrolled in the course. You are to think about the main issues presented in the movie. Formulate some opinions about the movie and its message. Write a 3-4 page paper on the movie, the discussion, and your reactions to the movie. Make sure you answer all the questions and you explain your answers. Questions to be answered include: 1. Which character did you most identify with? 2. Which character did you have the most difficulty empathizing with or understanding? Why? 3. Did you notice any stereotypical portrayals of the group being examined? If so, what were they? Indicate whether you think they were positive or negative stereotypes. 4. Did any part of the film hurt or offend you? What and Why? 5. After viewing the movie, speak to how this movie handled -Generational gaps have on Latina/o communities? -Gender roles have for Latinas in both Latina/o and mainstream? -Traditionalism - Cultural values such as Familisima, Marianisma, Machismo, etc… APA WRITING STYLE. All written assignments must be typed, spelled-checked, proofread for grammar mistakes, and should conform to the style and reference notation format outlined by the 2009 Publication Manual of the American Psychological Association (APA), Sixth Edition. MYWRITINGLAB REQUIREMENT www.pearsoncustom.com/sdsu_vssc Course ID is ulloa09129 MyWritingLab As Psychology majors and future graduates, and for this course, it is critical for you to be able to communicate professionally in writing - using correct grammar, punctuation, syntax. In this course you are required to complete a series of exercises within the online program MyWritingLab. MyWritingLab is one tool you can use to help you become a better writer, although access to MWL through the SDSU portal now includes resources that go beyond helping you with writing. In this class you will work on completing a final essay- MyWritingLab is one tool you can use to help you become a better writer. MWL along with the peer review aid you in honing your writing skills that will help you in other classes and in your career. To register for MyWritingLab Spr2014: 3 1. Go to pearsonmylabandmastering.com. 2. Under Register, click Student. 3. Enter your instructor’s course ID: ulloa09129, and click Continue. 4. Sign in with an existing Pearson account or create an account: · If you have used a Pearson website (for example, MyITLab, Mastering, MyMathLab, or MyPsychLab), enter your Pearson username and password. Click Sign in. · If you do not have a Pearson account, click Create. Write down your new Pearson username and password to help you remember them. 5. Select an option to access your instructor’s online course: · Use the access code that came with your textbook or that you purchased separately from the bookstore. · Buy access using a credit card or PayPal. · If available, get 14 days of temporary access. (Look for a link near the bottom of the page.) 6. Click Go To Your Course on the Confirmation page. Under MyLab & Mastering New Design on the left, click MyWritingLab Spr2014 to start your work. Retaking or continuing a course? If you are retaking this course or enrolling in another course with the same book, be sure to use your existing Pearson username and password. You will not need to pay again. To sign in later: 1. Go to pearsonmylabandmastering.com. 2. Click Sign in. 3. Enter your Pearson account username and password. Click Sign in. 4. Under MyLab & Mastering New Design on the left, click MyWritingLab Spr2014 to start your work. Additional Information See Students > Get Started on the website for detailed instructions on registering with an access code, credit card, PayPal, or temporary access. All students must get MyWritingLab started before (1/29/2014) or you may be locked out entirely, And you must have the whole thing finished by (4/14/2014). More information about registration and specific assignments and due dates will follow in a separate document. Required course articles are available on blackboard in PDF form COURSE CONTENT Spring 2014 Date TOPICS AND READINGS Jan 23 Jan 28 MyWritingLab intro Introduction to Chicano/a and Latina/o Psychology Conceptual Approaches and Overview / Key Terms Familismo, Respeto, Machismo, Marianismo Padilla, A. M. (1984). Synopsis of the history of Chicano psychology. In J. L. Martinez & R. H. Mendoza (Eds.) Chicano psychology (2nd Ed.). 4 Mestiza/o and Chicana/o Psychology: Theory Research and Application by Manuel Ramirez III Jan 30 Putting it in Context. Chicano Demographics Politics and History Selected excerpts from Chicanos at the Crossroads Feb 4 Feb 6 Zoot Suit start Zoot Suit Finish and discussion Feb 11- Feb 13 Zoot suit reaction paper due Chicano/as and Religion Catholicism, Espiritismo, Santeria, and Curaderismo Ortiz, F. A., Davis, K. G., & McNeill (2008). Curanderismo: Religious and Spiritual Worldviews and Indigenous Healing Traditions. Routledge. Avila, E. (2003). Woman Who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health. NY, NY: Tarcher Press. Chapters: In the beginning and chapter 1. Lujan, J., & Campbell, H. B. (2006). The role of religion on the health practices of Mexican Americans. Journal of Religion and Health, 45(2), 183-195. doi:10.1007/s10943-006-9019-8 Espinosa, G. (2008). The influence of religion on Latino education, marriage, and social views in the United States. Marriage & Family Review, 43(3-4), 205-225. doi:10.1080/01494920802072439 Feb 18- Feb 20 Family Cervantes, J. M., Sweatt, L. I. (2004). Family Therapy with Chicana/os Grau, J. M., Azmitia, M., & Quattlebaum,J. (2009). Latino Families: Parenting, Relational, and Developmental Processes. Feb 25- Feb 27 Ethnic Identity Vera, E., & Quintana, S. M. (2004). Ethnic Identity Development in Chicano/a Youth. March 4- March 6 Sexual Identity and Sexuality Arciniega, G., Anderson, T. C., Tovar-Blank, Z. G., & Tracey, T. G. (2008). Toward a fuller conception of Machismo: Development of a traditional Machismo and Caballerismo Scale. Journal of Counseling Psychology, 55(1), 19-33. [OPTIONAL] Arredondo, P. (2004). Psychotherapy With Chicanas. In R. J. Velásquez, L. M. Arellano, B. W. McNeill, R. J. Velásquez, L. M. Arellano, B. W. McNeill (Eds.) , The handbook of Chicana/o psychology and mental health (pp. 231-250).0 Deardorff, J., Tschann, J. M., Flores, E., & Ozer, E. J. (2010). Sexual values and risky sexual behaviors among Latino youths. Perspectives on Sexual and Reproductive Health, 42(1), 23-32. doi:10.1363/4202310 5 Jamil, O. B., Harper, G. W., & Fernandez, M. (2009). Sexual and ethnic identity development among gay–bisexual–questioning (GBQ) male ethnic minority adolescents. Cultural Diversity and Ethnic Minority Psychology, 15(3), 203-214. Zinn, M. B. (1982). Chicano men and masculinity. Journal of Ethnic Studies, 10, 29-44. March 11 March 13 Midterm Exam In-class POST exam review March 18 March 20 Overview of Essay Assignment Introduction to Peer Review March 25- March 27 Acculturation, & Enculturation Gonzalez, N. A., Fabrett, F. C., & Knight, G. P (2009). Acculturation, Enculturation, and the Psychosocial Adaptation of Latino Youth March 31 - April 4 Spring Recess April 8- April 10 Bilingualism, biculturalism, and Education Ramirez, M. III (1984). Assessing and Understanding BiculturalismMulticulturalism in Mexican-American Adults Iturbide, M. I., Raffaelli, M., Carlo, G. (2009). Protective factors of ethnic identity on Mexican American college students’ psychological well-being. Hispanic Journal of Behavioral Sciences, 31, 536-554. Orozco, V. (2003). Latinas and the undergraduate experience: Si se puede. In J. Castellanos & L. Jones (Eds.), The majority in the minority: Retaining Latina/o faculty, administrators, and students (pp. 127-137). Sterling, VA: Stylus. (P) *Reminder that MyWritingLab should be completed by April 14 April 15 April 17 Quincenera 1st Draft of Essay Due Finish Quinceneara and discussion 3 Peer Reviews Due April 22 2nd Draft of Essay Due Overview of peer review 2 Quinceneara reaction paper due April 24 Latino Health 3 Peer Reviews Due Dogan-Ates,A. Carrion_Basham, C. Y. (2007). Teenage pregnancy among Latinas: Examining risk and protective factors. Hispanic Journal of Behavioral Sciences, 29, 554-571. Betancourt H., & Flynn, P. M. (2009). The Psychology of Health: Physical Health and the Role of Culture and Behavior 6 Cervantes, R. C.& Feliz-Ortiz, M. (2004). Substance Abuse among Chicanos and other Mexican Groups April 29 Latino Health May 1 3nd Draft of Essay Due Overview of peer review 3 May 6 3 Peer Reviews Due Final exam review May 8th TBD May 13 Final Draft of Essay Due Final Exam in P-148 3:30PM 7