Advanced Research: Stereotyping and Identity (PSYC 480 E1)
Hendrix College, Fall 2014
Wednesday 2:10 – 4:00, DW Reynolds 11
Instructor: Dr. Leslie Zorwick
Office Phone: 450-1493
Office: DWREY 106
E-mail: zorwick@hendrix.edu
Office Hours: Monday and Friday 2:00-3:00 pm, Tuesday and Thursday 9:30-11:00 am, and by
appointment
Texts:
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Course readings will be posted on Moodle and it will be your responsibility to print them out
You will need to have a large (10 x 13) manila envelope for turning in writing assignments
You will need access to the Publication Manual of the American Psychological Association (6th Edition)
Course Description:
This course is designed to give you the experience of conducting research from hypothesis generation to writeup and presentation. You will have this opportunity with a project that is based on my program of research
and one that you develop with a partner. This will be a capstone experience that will draw on the skills you
have developed in all of your psychology courses regarding methodology, writing, and critical thinking.
Finally, this course will attempt to provide students with an experience similar to joining a psychology
research lab in a graduate program.
Course Objectives for Psychology 480 E1:
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Students should become aware of varied methodologies to study both stereotyping and identity
Students should be able to critically evaluate research designs and develop testable, theoreticallybased, hypotheses
Students will develop their skills in writing academic research papers in psychology
Students will practice research development in a collaborative environment and will learn how to give
good feedback about research design, writing, and research presentations to their peers
Your course grades will be based on the following components:
Attendance and Participation
Article Presentation
Research Project 1
Research Project 2
Project 2 materials binder
Final Research Presentation
Total Points
140 points
25 points
125 points
200 points
50 points
60 points
600 points
Final grades will be based on the following basis and I will *not* round up grades:
A
B
C
90% and above
80-89%
70-79%
D
F
60-69%
59% and below
Attendance and Participation (140 points):
Because our class only meets once a week, you are expected to attend. We will only have 14 class meetings, so
each class is essential to your understanding of my research, your development of your own research, and
your ability to help each other. If there are circumstances that will require you to miss class, I expect you to let
me know as soon as possible so that we can make arrangements, but missing class will put you at a
disadvantage and will affect your grade.
You will be assigned participation points (ranging from 0-10) for each class session. I expect you to come to
class and be able to demonstrate a clear understanding of the week’s reading through questions and comments
that thoughtfully engage the material. There will be no hiding out in this class – I expect every one of you to
be talking in each class session in a way that is productive for the class discussion. If you are late for class, it
will result in an automatic three point deduction from your participation score because you have less time to
participate and you will be actively disrupting other people’s classroom experience.
Article Presentation (25 points):
I will assign foundational papers in stereotyping an identity, but it will be your job to keep each other up to
date on the literature. Depending on your primary interest in either stereotyping or identity, you will find and
present one article from 2013-present to present to the group during either Week 5 or 6. I expect you to
provide a succinct, well prepared, oral summary and a handout. I also expect you to raise questions based on
the research findings and to connect this to your own research ideas. You will get more detailed guidelines as
this assignment approaches.
Research Project 1 (125 points):
You will first assist in a project related to my program of research in stereotyping and identity, specifically in
the area of perspective taking. We will make some methodological decisions as a group and you will be
responsible for collecting data, entering data, analyzing the complete data set, and writing up the project.
More specific guidelines for this paper will follow. But, your grade will be a function of the individual
sections and will be broken down as follows:
 Introduction and Methods – 20 points
 Results – 15 points; Stats consultation required for full credit (no consulting will lower grade by 50%)
 Discussion – 20 points
 Final Paper – 70 points
Research Project 2 (200 points):
The second course project will involve teams of two students coming up with their own research project that is
related to stereotyping, identity, or both. The team will present research ideas to the class and will get
feedback on your methodology. Each team’s project must be approved by me. You will be responsible for
collecting, entering, and analyzing data, as well as writing a paper based on the project. More specific
guidelines for this paper will follow. But, your grade will be a function of the individual sections and will be
broken down as follows:
 Abstract – 20 points
 Introduction – 20 points
 Methods – 20 points
 Results – 20 points; Stats consultation required for full credit (no consulting will lower grade by 50%)
 Discussion – 20 points
 Final Paper – 100 points
Project 2 study materials binder (50 points):
The purpose of keeping a lab notebook is to help you keep track of all the nitty-gritty details of your
experiment and provide a permanent record of your work. The reason for this is to make sure that another
person could repeat exactly what you did. And, this binder will allow you to document the rationale for your
methods, and any important observations that come up in conducting your research, so that you would have
all necessary information when writing up your work for publication. More specific guidelines for this
assignment will follow. But, your grade will be a function of the individual sections and will be broken down
as follows:
 Background section – 10 points
due by Friday, November 7th
 Methods section – 10 points
due by Friday, November 14th
 Results – 10 points
due by Friday, November 21st
 Wrap up and revisions – 20 points
due by Wednesday, December 17th
Your lab notebook must be complete, logical and easy to follow to anyone. In other words, assume no prior
knowledge of your experiment. Document and explain everything. Memory is unreliable, so this notebook will
serve as a full and complete record of your project from start to finish. NOTE: if you do not submit ALL of
your materials for your notebook and address all questions by December 17th, you may receive an
“Incomplete” for the course until all materials are received.
Final Research Presentation (50 points):
During the time allotted for our final exams, I will ask each research team to give a 20 minute research
presentation based on your research project. It will be important that each member of the team talk for 10
minutes. You will receive detailed instructions as the time nears, but your grade will have two components.
 20 points will be assigned for a Presentation Plan that you will give to me that is an outline of your
talk or completed slides. It will be due on November 25th (before Thanksgiving) and you will have to
come and meet with me the following week so that I can give you feedback.
 40 points will be assigned for your portion of the actual presentation and you will provide me a copy
of your slides (6 per page) as well as an APA style citation sheet.
Late Assignments:
It is your responsibility to turn in all assignments on time. In this course, there are several assignments that
will be shared with all members of the class, so your lateness will affect your classmates in most instances.
All assignments will be due at the beginning of class. If you have a documented extracurricular commitment
that prevents you from turning an assignment in on time, I expect you to turn in the assignment early. Late
assignments will incur a 20% grade reduction per day they are late. Extensions will only be given in the case of
a documented emergency and you will need to let me know as soon as possible.
Academic Misconduct:
Academic dishonesty in any form—e.g., cheating on an exam or plagiarism—will not be tolerated. In this
course, although you will be working on similar assignments, with the same data, individual students must
write their own paper assignments. Collaborative writing will be treated as cheating unless explicitly
allowed by the instructor. In general, acts of academic dishonesty on any assignment will result in a grade of
“0” for that assignment. Also, in accordance with College procedures, all instances of academic dishonesty
will be referred to the Academic Integrity Board.
Accommodations for Students with Disabilities:
It is the policy of Hendrix College to accommodate students with disabilities, pursuant to federal and state
law. Students should contact Julie Brown in the Office of Academic Success (501-505-2954;
brownj@hendrix.edu) to begin the accommodation process. Any student seeking accommodation in relation to
a recognized disability should inform the instructor at the beginning of the course.
Several important notes:
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Please, please come to me if you are having any kind of trouble with the course! And, feel free to check
in with me regularly about your research projects!
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Please check your Hendrix email account daily. I will often send out important messages about
changes in office hours, scheduling, tips for writing, and anything else I can think of. And, this will be
your primary contact information for any research participant questions.
**Please note that the schedule may change**
Topics
Week 1
Aug. 27
Project 1
background
lecture
Readings for Discussion and Class Activities
Out of class
work
Jordan, C. H., & Zanna, M. P. (1999). How to read a journal article in
social psychology. In R. F. Baumeister (Ed.), The Self in Social
Psychology: Essential Readings (pp. 461-470). Philadelphia: Psychology
Press.
Gray, K. & Wegner, D. M. (2013). Six guidelines for interesting
research. Psychological Science, 8(5), 549-553.
Week 2
Sept. 3
Perspective
Taking
Methodology
Galinsky, A. D., Magee, J. C., Inesi, M. E., & Gruenfeld, D. H. (2006).
Power and perspectives not taken. Psychological Science, 17(12), 10681074.
DVs for Project 1
Galinsky, A. D., Magee, J. C., Rus, D., Rothman, N. B., & Todd, A. R
(2014). Acceleration with steering: The synergistic benefits of
combining power and perspective-taking. Social Psychological and
Personality Science, 5(6), 627-635
Bring 1 IV idea
and 2 DV
ideas for
Project 1
Goldstein, N. J., Vezich, S., & Shapiro, J. R. (2014). Perceived
perspective taking: When others walk in our shoes. Journal of
Personality and Social Psychology, 106(6), 941-960.
Week 3
Sept. 10
Identity
Brewer, M. B. (1991). The social self: On being the same and different
at the same time. Personality and Social Psychology Bulletin, 17, 475-482.
Data
Collection for
Project 1
Leonardelli, G. J., Pickett, C. L., Joseph, J. E., & Hess, Y. D. (2011).
Optimal distinctiveness in nested categorization contexts: Moving
from dueling identities to a dual identity. In R. M. Kramer, G. J.
Leonardelli, & R. W. Livingston (Eds.), Social Cognition, Social Identity,
and Intergroup Relations: A Festschrift in Honor of Marilynn B. Brewer (pp.
103-125). New York, NY: Psychology Press.
Hugenberg, K, & Bodenhausen, G. V. (2004). Category membership
moderates the inhibition of social identities. Journal of Experimental
Social Psychology, 40, 233-238.
Week 4
Sept. 17
Stereotyping
North, M. S., & Fiske, S. T. (in press). Social categories create and
reflect inequality: Psychological and sociological insights. In J. Cheng,
J. Tracy, & C. Anderson (Eds.), The Psychology of Social Status. New
York: Springer.
Galinsky, A. D., Wang, C. S., & Ku, G. (2008). Perspective-takers
behave more stereotypically. Journal of Personality and Social
Psychology, 95(2), 404-419.
Wang, C. S., Ku, G., Tai, K., & Galinsky, A. D. (2014). Stupid doctors
and smart construction workers: Perspective-taking reduces
stereotyping of both negative and positive targets. Social Psychological
and Personality Science, 5(4), 430-436.
Data
Collection for
Project 1
Topics
Week 5
Sept. 24
Identity Article
Presentations
Readings for Discussion and Class Activities
Hodges, A. J., & Park, B. (2013). Oppositional identities:
Dissimilarities in how women and men experience parent versus
professional roles. Journal of Personality and Social Psychology, 105(2),
193-216.
Out of class
work
Project 1 Intro
and Methods
DUE
Data files DUE
Tarrant, M., Calitri, R., & Weston, D. (2012). Social identification
structures the effects of perspective taking. Psychological Science, 23(9),
973-978.
Week 6
Oct. 1
Stereotyping
Article
Presentations
Sinclair, S., Hardin, C., & Lowery, B. (2006). Self-stereotyping in the
context of multiple social identities, Journal of Personality and Social
Psychology, 90, 529-542.
Data analysis
approval DUE
by Friday,
October 3rd
Todd, A. R., Bodenhausen, G. V., Richeson, J. A., & Galinsky, A. D.
(2011). Perspective taking combats automatic expression of racial bias.
Journal of Personality and Social Psychology, 100(6), 1027-1042.
Week 7
Oct. 8
Week 8
Oct. 15
Discuss Project 2
ideas
Schwarz, N. (1999). Self-reports: How the questions shape the
answers. American Psychologist, 54, 93-105.
Survey Monkey
and MediaLab
Tutorials
Biernat, M. (2003). Toward a broader view of social stereotyping.
American Psychologist, 58, 1019-1027.
Discuss Project 2
hypotheses and
methods
Vorauer, J. (2013). The case for and against perspective-taking.
Advances in Experimental Social Psychology, 48, 59-115.
Project 1
Results DUE
Project 1
Discussion
DUE
Prepare and present Project 2 idea handouts (NOTE: these must
reference two new articles of your choosing from an approved
journal)
Week 9
Oct. 22
Project 2 IRB
work and pilot
testing for
materials
Discuss IRB process and bring forms for peer review
Project 1 Final
Paper DUE
Project 2 Summary DUE, including 2 brief (1/2 page) article summaries
Individual meetings with Dr. Zorwick
Week 10
Oct. 29
Collect Project 2
Data
Project 2 IRB
forms due
Week 11
Nov. 5
Collect Project 2
Data
Project 2
Introduction
Due
Week 12
Nov. 12
Finishing Collect
Project 2 Data
Discuss Data Analysis and writing up Results
Project 2
Methods Due
Week 13
Nov. 19
Analyze Project
2 Data
Stats Consultations
Project 2
Results Due
Discuss the Discussion section of papers
Week 14
Nov. 26
NO CLASS –
Thanksgiving
Southwestern Psychological Association Conference Submissions Due by
11/30 (www.swpsych.org)
Abstract and
Presentation
Plan Due by
Tuesday 11/25
Topics
Week 15
Dec. 3
Final
Exam
Dec. 17
Wrap up Project
2
Readings for Discussion and Class Activities
Research Q & A; Discuss Psychology Conferences and Presentations
Out of class
work
Individual meetings about Research Presentations
Project 2
Discussion
Due
Research Presentations
8:30-11:30 AM, same room
Project 2 Final
Paper Due
Project 2
materials
binder – wrap
up and
revisions due