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