INTRODUCTION TO CULTURAL PSYCHOLOGY
PSY 3301 (3 credits) • Fall Semester 2013
Mondays & Wednesdays from 9:45 am to 11:00 am
Blegen Hall 10, West Bank, University of Minnesota – Twin Cities
Instructor:
Joyce P. Lee
Elliott Hall N582
Email: leex5086@umn.edu
Office Hrs: Mon 2 pm - 3 pm & by appt.
Teaching
Assistant:
Kelli Howard
Elliott Hall N577
Email: howar473@umn.edu
Office Hrs: By appt.
Prerequisites
This class is open to undergraduates who have completed Psychology 1001. It does not meet the “Diversity
and Social Justice in the United States” (previously Cultural Diversity) Liberal Education requirement.
Course Description
The purpose of this course is to provide an introduction to cultural psychology and current theories on culture
and context, drawing primarily from theories and research on race/ethnicity within the fields of cultural
psychology, cross-cultural psychology, and minority psychology. Goals of the course include 1) gaining a
better understanding of psychological processes through a sociocultural lens, 2) learning about empirical
methods in cultural psychology, and 3) achieving a better appreciation of cultural groups within and outside of
the United States. Students will also consider issues of culture in interpretation of personal experiences and in
application of cultural diversity issues in various settings.
Required Materials
Matsumoto, D., & Juang, L. (2013). Culture and psychology (5th ed.). Wadsworth/Cengage Learning:
Belmont, CA.
The textbook will be available on two-hour reserve at Walter Library on the East Bank. Note that although the
fourth edition is acceptable for this course, your instructor will be working exclusively with the fifth edition.
Additional required readings (e.g., scientific articles, news articles, and/or handouts) will be posted on the
course website or distributed during class. A complete reference list for all readings is available on the course
website.
Course Website
All students who are currently enrolled in the class should automatically have access to the course’s Moodle
website. To access the website, log into your myU account (myu.umn.edu) and click on the PSY 3301
Moodle link found on your MyCourses page.
You may also visit the site directly at https://ay13.moodle.umn.edu/course/view.php?id=4744.
The site contains lecture outlines, announcements, the current schedule, course grades, required readings, and
other important information. If you are experiencing any difficulties accessing the site, please contact the TA.
Expectations
Workload Policy. This is a three-credit course, which the University defines as three contact hours plus six
additional hours of work outside of class per week for an average student to achieve an average grade in the
course. The instructor has allocated six to eight hours of material to be covered by you outside of class per
week, including weekly readings, assignments, and studying, so please plan accordingly.
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PSY 3301 • FALL 2013 (LEE)
Student Conduct. Students in this class are diverse and will arrive with different values, beliefs, and
opinions. Accordingly, you are expected to listen to and interact with each other in a respectful manner. You
are also expected to maintain an open mind to the differences amongst your classmates. Students may argue
with others who hold opinions different from their own but must maintain respect for one another at all times.
Attendance. Attendance of lectures is key to success in this course. You are expected to attend each class and
are responsible for any information or changes in class procedures discussed during class. There also may be
graded in-class assignments and activities throughout the semester, which will count towards the participation
component of your final grade. Assignments, extra credit opportunities, and supplemental materials will
occasionally be distributed in class only. Outlines for lectures will be posted on the Moodle website no later
than the morning of the class day. It is each student’s responsibility to print the outlines prior to class. The
outlines are not a substitute for lecture content; rather, they are intended to provide a structure for what will be
discussed in class. If you miss class, you are responsible for obtaining lecture notes from another student. The
instructor and TA will not provide notes outside of class. Please note that exams will draw upon lectures and
presentations, as well as readings.
Active Participation. The purpose of this course is to encourage you to think critically about the influence of
culture and context. In order to achieve this goal, we want you to take an active role in your education. All
students are expected to think and participate actively during class discussion and class exercises. In addition,
students are expected to come to class with assignments completed and prepared for discussion of the relevant
subject matter.
Scholastic Dishonesty. Scholastic dishonesty is defined by the Committee on Student Academic Affairs as
any act that violates the right of another student with respect to academic work or involves misrepresentation
of a student’s own work. Such misconduct (e.g., cheating, plagiarism) will not be tolerated and will be
punished in accordance with University policies; for example, students caught cheating will receive a score of
zero for that assignment or exam and will be referred to the Office of Student Judicial Affairs. It is strongly
encouraged that you review the University’s student conduct code, which can be found at
www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html.
Special Circumstances. We learn in different ways and with varying degrees of success. If you know of any
factors in your life that hinder your ability to learn to your potential in this course, please notify the instructor
during the first week of the semester. If these factors are recognized disabilities under the Americans with
Disabilities Act (ADA), you must provide appropriate notification. Specifically, you must be registered with
Disability Services (McNamara Alumni Center, Suite 180). Official documentation is needed for us to insure
appropriate accommodations. If you do not already have contacts there, you should call (612) 626-1333 as
soon as possible. If these factors fall outside official categories, talk to the instructor or TA in-person as soon
as possible.
Use of Personal Electronic Devices in the Classroom. Using personal electronic devices in the classroom
setting can hinder instruction and learning, not only for the student using the device but also for other students
in the class. To this end, the University establishes the right of each faculty member to determine if and how
personal electronic devices are allowed to be used in the classroom. For complete information, please see
www.policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.
Formatting for All Papers. All papers in this course must be formatted according to the Publication Manual
of the American Psychological Association (6th edition is preferred). The manual is available at various
campus libraries.
Student Feedback. We believe that students and instructors learn best in an atmosphere of trust and open
communication. We encourage you to contact us individually with any concerns or suggestions. Throughout
the semester, we may ask for feedback about your experience in the course, including asking what was
particularly compelling, what questions linger, and/or what you would like to improve.
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PSY 3301 • FALL 2013 (LEE)
E-mail Communication. Your instructor and teaching assistant’s preferred method of communication is
email. When writing e-mail to us, please use a proper greeting and remember to include your name.
Addressing us by our first names (i.e., Joyce & Kelli) is acceptable. In addition, please use appropriate tone
and language in e-mail correspondence. The instructor and TA will respond to e-mails within 48 business
hours. If you do not receive a response within this time period, you are encouraged to re-send your email.
Grading
Overview of Points. Grades will be based on the following criteria, dependent on which track you have
chosen (see next page):
TRACK ONE (STANDARD)
TRACK TWO (SERVICE-LEARNING)
Ethnographic interview paper
60
Service-learning (hours, training, paper)
60
Exam 1
50
Exam 1
50
Exam 2
50
Exam 2
50
Exam 3
60
Exam 3
60
Class participation, attendance, and other
assignments
30
Class participation, attendance, and other
assignments
30
Total Points
250
Total Points
250
Grades will be given based on 1) the quality of your coursework, 2) the extent to which completed coursework
adheres to the goals of the class, and 3) the time it was submitted. You will be penalized for incomplete and
late coursework.
Submission of Assignments. All assignments are due by the beginning of the class period on the due date and
must be submitted in class. If you know you will be unable to turn in a paper on the day it is due, please make
arrangements with the instructors at least one week in advance.
Late Policy. If no prior arrangement is made, all late assignments will be marked down a full letter grade
(10%) for each day they are late, including weekends. “Late” assignments include 1) submissions made after
the first 15 minutes of the class in which the assignment was due, and 2) out-of-class submissions to
mailboxes, offices, email, etc. (unless prior arrangements have been made with the instructors). Any paper
not received within five days of the deadline will receive a zero.
Difficulties, Incompletes, & Withdrawing from the Course. Failing assignments or exams will not be
considered sufficient cause to drop this course. If you choose to withdraw, do so before the date on which the
instructors’ signature is required (see the University academic calendar for this deadline). The option to obtain
an Incomplete (“I” grade), followed by retaking the course during another term to finish, will not be given. If
you are experiencing difficulties in the course, talk to the instructors as soon as you realize it, and, if at all
possible, before you receive a poor score back on your assignments. Overall, the earlier you share with us
your concerns, the more likely we will be able to help you.
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PSY 3301 • FALL 2013 (LEE)
Grading Scale. The breakdown for calculating exam and final grades is as follows*:
% Range
Letter Grade
% Range
Letter Grade
% Range
Letter Grade
> 92-100
A
80-81
B-
68-69
D+
90-91
A-
78-79
C+
62-67
D
88-89
B+
72-77
C
60-61
D-
82-87
B
70-71
C-
< 60
F
* Note: For the purpose of assigning letter grades, numerical grades will be rounded to the nearest whole number.
Course Components
v Ethnographic Interview (Standard Track). For the ethnographic interview, you will be asked to
interview a person who is culturally different from you (e.g., race/ethnic background). You will need to
conduct your interview in a specific format, including obtaining consent from your interviewee prior to
starting. You also will have to prepare a set of questions prior to meeting with your interviewee.
During the interview, you will keep notes, which will help you to write the 10-page paper (excluding
references and notes) about your ethnographic experience and how it illustrates concepts from the course.
Your notes will be attached to the final paper.
More information about the paper will be provided during class on October 9, including how to collect
consent and the specific grading criteria that will be used to evaluate your paper. In addition, more
information can be found on the website under “Ethnographic Interview.” The ethnographic interview
paper is due on Monday, November 25.
v Service-Learning (Optional Track). This course offers an optional service-learning track in
collaboration with the Community Service-Learning Center (CSLC). This option involves a weekly
volunteering commitment at a community organization for the semester. Service-learning provides a
valuable opportunity to apply the course content to real community issues, and your involvement in the
community organization should promote further engagement with the readings and class discussions.
If you choose to complete the service-learning track, you are exempt from the ethnographic interview
assignment; instead, you will earn these points upon adequate completion of the service-learning
engagement. Completion of the service-learning engagement includes these four components: 1)
attendance of a training session organized by CSLC, 2) two to three hours per week of volunteer work
from an approved community organization (see below), totaling at least 20 hours by the end of the
semester, 3) weekly documentation of your hours via CSLC’s website, and 4) a 6-page paper (excluding
references) reflecting on how your volunteer experience relates to the issues we are learning about in this
course. Once you have been matched with an organization (i.e., successfully completed any required
application, background check, interview, and training processes), you must carry out your service
commitment and cannot switch to the Standard Track. More information on this paper will be discussed
on October 9 and posted online. The service-learning paper is due on Monday, November 25.
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PSY 3301 • FALL 2013 (LEE)
Approved Organizations. On Monday, September 9, Laurel Hirt (Director, Service-Learning and
Community Involvement) and representatives from a variety of organizations will visit our class to
discuss possible volunteer opportunities. If you decide to pursue the service-learning track, you must
sign up via the CSLC secure website (www.csl.umn.edu) by September 11. During the semester, you
will be responsible for coordination of all logistics; that is, it is your responsibility to set up interviews
with organizations and complete trainings. It is also your responsibility to complete the required hours
each week and to communicate with your organization regarding any issues that may arise. For general
information about service-learning, visit www.servicelearning.umn.edu or contact Ms. Hirt
(hirtx002@umn.edu).
Service-Learning Responsibilities & Policies. All students participating in service-learning are also expected to
uphold responsibilities and follow policies outlined by CSLC:
Academic integrity. Academic integrity also applies to community work done for academic credit.
Any of the following actions constitute academic dishonesty within a community-based learning
context and will be addressed in the same way as any other act of academic dishonesty:
1. Misrepresenting hours completed at a community site or spent working on a community
project (students can count time spent off-site doing work that is required to complete a
project for a community organization).
2. Writing reflections or completing other assignments about events or activities the student was
supposed to attend and participate in, but did not actually attend or participate in.
3. Signing in at a site or training session and leaving before the hours or training was completed
OR signing in for a friend or classmate at a site.
4. Writing reflections based on previous community work or documenting hours done at a
community organization during a previous semester and misrepresenting it as your current
service-learning experience.
Accommodations for Students Registered with Disability Services Doing Service-Learning. If you
are registered with Disability Services, you are eligible to receive accommodations from the
University when doing service-learning in the community. While not all buildings where community
groups are located are 100% accessible to students with physical disabilities, service-learning staff can
work with you to find a service-learning site that meets your needs. If you have an invisible disability,
we encourage you to talk with your service-learning liaison and/or your DS specialist to discuss the
type of work environment and structure you need to be successful during your community experience.
Confidentiality and Privacy Issues within the Service-Learning Context. Community organizations
participating in service-learning expect students to work to the best of their abilities and act in a
responsible manner. Furthermore, many service-learning students will be working with individuals
who fall into protected categories, such as children, seniors, or individuals with disabilities. Be aware
that through your service-learning, you may come to know information about individuals that is
covered by rules and ethical guidelines about confidentiality. You should speak to your community
supervisor about how confidentiality obligations apply to you. Examples of how these issues might
arise in your service-learning include:
1. You should not take photographs of anyone at your service-learning site without following the
policy the organization has in place. This often involves getting written permission from the
individual and/or written permission or the parent/guardian of children under 18 years of age.
2. During class discussions, be careful about revealing any information that could be used to
personally identify any individual you work with in your service-learning.
3. In written assignments and especially when using online learning tools (Moodle, class blogs,
etc.), be particularly attentive about the information you disclose about your service-learning
experience, in case the site you are using is publicly available online. Refrain from
mentioning the name of your organization and change the names of any individuals you write
about if you are utilizing these online tools for your class.
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PSY 3301 • FALL 2013 (LEE)
Criminal Background Checks. Criminal background checks are required for many service-learning
placements. If the agency asks about any convictions and you have a criminal record:
• Be honest. Failure to state convictions that are then uncovered in a background check will
likely result in your immediate dismissal from your service organization.
• Ask the agency representative to explain what types of convictions are not acceptable (these
often involve convictions such as those involving theft, violence, drug sales, and/or crimes
against minors).
• If you believe that your record could disqualify you from the approved service-learning
options, please be proactive and talk to your service-learning liaison to discuss alternative
placement options.
Non-Discrimination and Religious Service. According to the University of Minnesota Board of
Regents policy on Equity, Diversity, Equal Opportunity and Affirmative Action, the University
shall,
Provide equal access to and opportunity in its programs, facilities, and employment
without regard to race, color, creed, religion, national origin, gender, age, marital status,
disability, public assistance status, veteran status, sexual orientation, gender identity, or
gender expression.
This policy applies to service-learning provided as part of any academic course, so the
Community Service-Learning Center (CSLC) shall only develop partnerships with organizations
that comply with this policy and offer volunteer opportunities to any and all interested students.
If your faculty member allows you to do your service-learning at an organization that is not
a CSLC partner, CSLC staff must contact the organization to ensure their compliance with
this non-discrimination policy before your work with them will be approved for class credit.
Organizations that exclude any potential volunteers on the basis of any of the criteria listed in the
non-discrimination policy will not be a permissible service-learning site. In order for you to
receive academic credit, the site must qualify as a “University of Minnesota program” that is
equally available to all members of our community.
You may perform service-learning with faith-based organizations, including religious institutions
such as churches, mosques, synagogues, temples, etc., if the organization complies with the nondiscrimination policy. However, service done as part of an academic course cannot include any
of the following religious activities: providing religious education/instruction, conducting
worship services, or engaging in any form of religious proselytizing. CSLC staff ensures that
our community partner organizations comply with these guidelines as well. Again, if your faculty
member allows you to do your service-learning at an organization that is not a CSLC partner and
you would like to work with a faith-based organization or a religious institution, please consult
with your service-learning coordinator before beginning your service to make sure your
proposed experience adheres to these guidelines.
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PSY 3301 • FALL 2013 (LEE)
v Examinations. There will be three exams, each containing 50 to 60 multiple-choice questions. Each exam
will include material covered up to the date of that exam, including readings, lectures, discussion, and
videos. Refer to the course schedule for the lists of topics to be covered in each exam. Although a majority
of the questions for each exam will focus on material covered in the section immediately preceding that
exam, course material is meant to be integrative, and many questions will focus on integration,
application, and review, particularly in the case of the third exam. Although lecture outlines will be
available on the website, relying on the outlines without taking your own notes in class will not be
sufficient to do well on the exams. Hence, attend lectures regularly and try to take good notes.
Procedures. Foreign language dictionaries will not be allowed during exams, but all students may ask
for assistance with words that are not technical psychological terms. Exam scores will be posted on the
website approximately one to two weeks after each examination.
Missed Exams. There are few acceptable reasons for missing an exam. Make-up exams are allowed
only for those who 1) provide verifiable documentation, 2) obtain permission from the instructors 48
hours in advance of the test, and/or 3) have one of the following: significant illness documented by a
letter from a physician; an extremely serious family problem (e.g., death of a family member), or
another very serious impediment (e.g., delivery of a baby, National Guard call-up). Students who miss
an exam without satisfying these conditions will receive a ZERO for that exam. Arrangements to take a
missed exam must be made within one week of the original exam date. Make-up exams differ from the
original exam and may include a number of short-answer and/or essay questions.
Exam Grading. Any questions you may have about the grading of your exam must be brought within
one week of receiving your exam grade. Since you will not be allowed to take the test booklets out of
the classroom, you will need to make an appointment with the instructors or TA if you would like to
review your test results.
v Class Participation. As discussed, students are expected to attend class regularly and be active
participants in class discussion. Before each class meeting, you are expected to have 1) completed any
homework assignments, and 2) read the course readings so you are prepared to discuss the materials and
concepts. You are strongly encouraged to come to class with any questions or comments about the
readings, as there will be opportunities to discuss them with partners, within small groups, and/or with the
class.
v Extra Credit Opportunities (Optional). For up to one extra credit point each, you may submit a reaction
paper for up to three current news articles from newspapers or magazines (2012-present) relating to
cultural psychology. Online news media is acceptable; however, no articles from psychologytoday.com
will be accepted. Articles that have been discussed or presented by the instructors are also not acceptable.
Each article should be accompanied by an overview of the main points of the article and how it illustrates
specific themes and concepts of the course (in 200-400 words). Each current event extra credit assignment
is worth up to one point, and you must turn in both the article and your written summary on or before the
beginning of class on Monday, December 9 to be eligible for each full point. If you are unsure of the
article’s relevance, obtain instructor approval more than 48 hours before completing the extra credit
assignment.
Other extra credit opportunities may be offered throughout the semester.
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PSY 3301 • FALL 2013 (LEE)
Resources for Students
Student Writing Support. The Center for Writing offers free one-on-one writing assistance to students with
up to 45-minute appointments. Both online and in-person consultation is available. Non-native speaker
specialists are also available. Services are located at 15 Nicholson Hall and 9 Appleby Hall, and hours vary by
semester and location. For more information and additional writing resources, visit writing.umn.edu or call
(612) 625-1893.
Student Writing Guidebook. A guidebook is also available and provides student writers with detailed, stepby-step assistance through the writing process, as well as numerous writer resources. The guide is available
online as a PDF via writing.umn.edu/sws/assets/pdf/2010swg.pdf or at the Center for Writing.
Disability Services. It is University policy to provide, on a flexible and individualized basis, reasonable
accommodations to students who have disabilities that may affect their ability to participate in course
activities or to meet course requirements. Students with disabilities are encouraged to contact their instructors
to discuss their individual needs for accommodation or to contact Disability Services to schedule an
appointment with a Specialist. Their office is located in Suite 180 in McNamara Hall, and more information
can be obtained via diversity.umn.edu/disability/ or by calling (612) 626-1333 (V/TTY).
University Libraries. The ultimate resource for research, the University library (www.lib.umn.edu) has five
major facilities and eleven branch sites with a wealth of reference materials, online resources, books, articles,
newspapers, microforms, government documents, maps, and more. Librarians are available and happy to help
orient students to all aspects of the library system. In addition, hands-on research tutorials with a research
librarian are available (visit www.lib.umn.edu/instruction/tutorials for more information). These workshops
focus on effectively using MNCAT, the library catalogs, the Expanded Academic Index, and more.
SMART Learning Commons. This service provides free academic support in a variety of subjects with three
locations (Magrath, Walter, and Wilson Libraries) offering drop-in writing support. Peer Learning Consultants
offer one-on-one assistance for help in gateway courses and skills such as mathematics, sciences, statistics,
economics, writing, and library research. Hours vary by semester and location. Visit www.lib.umn.edu/smart
for more information.
Non-Native Speakers. Resources for non-native speakers are provided at the Center for Writing’s website
(writing.umn.edu/sws/multilingual/index.html). Non-native speakers in need of assistance or guidance with
writing concerns can contact ESL specialists at Student Writing Support, or Sheryl Holt, coordinator for nonnative speakers at holtx001@umn.edu.
Student Mental Health and Stress Management. As a student you may experience a range of issues that can
cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling
down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may
lead to diminished academic performance or reduce a student's ability to participate in daily activities.
University of Minnesota services are available to assist you with addressing these and other concerns you may
be experiencing. You can learn more about the broad range of confidential mental health services available on
campus via http://www.mentalhealth.umn.edu/.
Disclaimer
While every effort has been made to make sure all the information in this syllabus is accurate, this is a work in
progress, and certain policies may be changed as the semester progresses. Additionally, the dates of lectures,
readings, and/or assignments may be changed if necessary.
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PSY 3301 • FALL 2013 (LEE)
INTRODUCTION TO CULTURAL PSYCHOLOGY – FALL 2013 CLASS SCHEDULE*
DATE
TOPIC
READING
ASSIGNMENT DUE
September 4
Welcome! // Defining Culture
September 9
CSLC Introduction to Service-Learning //
Defining Culture
• C&P: Chapter 1
• Plaut et al. (2009)
• Syllabus quiz due
September 11
Defining Culture: Theories
• Adamopoulous &
Lonner (1994)
• Service-learning: Last
day to sign up at
csl.umn.edu
September 16
Defining Culture: Methods
• C&P: Chapter 2
September 18
The Self
• C&P: Chapter 13 (p.
342-356, 360-365)
September 23
The Self (cont’d)
• See last lecture
September 25
Language
• C&P: Chapter 9
September 30
Cognition
• C&P: Chapter 5
October 2
Emotion
• C&P: Chapter 8
October 7
EXAM 1 (Topics: 09/04-10/02)
October 9
Overview of Paper Assignments // Power
& Privilege
• McIntosh (1988)
October 14
Video & Discussion:
“The Color of Fear”
• Tatum (2007)
October 16
Stereotypes, Prejudice, & Racism
• Sue et al. (2007)
• Okazaki (2009)
• C&P: Chapter 14 (p.
384-395)
October 21
Stereotypes, Prejudice, & Racism (cont’d)
• See last lecture
October 23
Stereotypes, Prejudice, & Racism (cont’d)
• See last lecture
October 28
Racial/Ethnic Identity // Racial/Ethnic
Socialization
• Phinney (2000)
• C&P: Chapter 13 (p.
357-360)
• Hughes et al. (2006)
• Review syllabus
Page 9 of 10
• Service-learning:
Deadline to contact
organization
• Study for exam!
• Race IAT activity due
(see Moodle)
PSY 3301 • FALL 2013 (LEE)
DATE
TOPIC
READING
October 30
Transracial Adoption
(Guest Lecturer: Richard M. Lee, Ph. D.)
• Lee & Miller (2009)
November 4
Intercultural Relations
(Guest Lecturer: Belle Khuu)
November 6
EXAM 2 (Topics: 10/09-11/04)
November 11
Mental Health
(Guest Lecturer: Kelli Howard)
• C&P: Chapter 11 &
12
November 13
Gender
• C&P: Chapter 6
• Eagly (2000)
November 18
LGBTQ
(Guest Lecturer: Jason Jackson)
• Feinberg (1998)
November 20
Social Class
• Conley (2007)
• Mantsios (2007)
November 25
Cultural Competency
(Guest Lecturer: Lovey Walker)
November 27
NO CLASS: Thanksgiving
December 2
Intersectionality
(Guest Lecturer: Alex Ajayi)
• Cole (2009)
December 4
Acculturation & Enculturation
• C&P: Chapter 3;
review Chapter 14
(p. 397-399)
December 9
Course Overview // Course Evaluations
December 11
EXAM 3 (Topics: 11/11-12/09)
ASSIGNMENT DUE
• Study for exam!
• Work on papers!
• Ethnographic
interview and servicelearning papers due
• Extra credit due
• Service-learning
hours due via
csl.umn.edu
*Note: This schedule is subject to change. For the most current schedule, check the Moodle website.
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