Introduction to Diversity and Ethics in Psychology
PSYC 212 | Midway 42 | Thursdays 6:00 PM – 8:30 PM
Instructor:
Phone:
Email:
Office:
Office Hours:
Kerry S. Kleyman, Ph.D.
651.999.5833 | Fax: 651.999.5822
kerry.kleyman@metrostate.edu
Midway Center, Suite 101, 1450 Energy Park Drive, St. Paul, MN 55108-5218
Mondays
1:00 – 2:30 PM
Tuesdays
4:00 – 6:00 PM
Wednesdays 12:00 – 1:00 PM
Required Textbook:
1. Mio, J.S., Barker, L.A., & Tumambing, J. (2012). Multicultural Psychology: Understanding our Diverse
Communities (3rd Edition). McGraw-Hill: Boston.
2. Additional readings and materials available via instructor’s website
Course Description
The primary goal of this course is to help students understand and practice strategies for addressing ethical
considerations and effective interactions with people who differ from themselves. The course will focus on
psychological principles and human differences which come into play in our work with others. The target audience is
people majoring in psychology, but students in other areas of human services will find ample applications to their own
fields. For students with other applied majors, the information and issues addressed in this course will have application
for consumers of health and human services and to participants in any workplace that requires employees to work with
customers and/or colleagues who present differences in culture, gender, age, ability and background.
Course Objectives
1. Students will demonstrate an understanding of the ethical standards governing the field of psychology and their
own disciplines if different from psychology.
2. Students will demonstrate an understanding of the link between issues of diversity and ethical behavior.
3. Students will demonstrate an ability to critically respond to the issues of diversity raised in the course.
4. Students will demonstrate an ability to respectfully engage in writing and discussion regarding the issues of ethics,
values, diversity and professional behavior.
5. Students should emerge from the course with a more profound understanding of groups other than their own.
Misconceptions, and even prejudice where it exists, should be replaced by knowledge.
A short letter to the students
This syllabus constitutes a “contract” between me, as the instructor, and you, as the student, and thus it requires a clear
and comprehensive understanding of what my expectations are of both you and myself. If there is anything that you are
unclear about, please approach me immediately so I can clarify any issues. I strongly encourage participation and
questions, and because of the sensitive nature of some topics in psychology, I encourage students to be open and
sensitive to their peers. Any harmful or insensitive comments may result in the student receiving a failing grade.
Assignments, Exams and Grading
Readings
This course has extensive readings. Students are expected to read all the required materials, and be prepared to discuss
readings in class. All required reading materials, whether discussed in lecture or not, may show up on exams. If it is clear
that students are not doing the required readings, the instructor may institute pop quizzes on the readings, and assign
them a significant point value. The point: Do the readings….they are interesting!
Reaction Papers (Assignments)
Throughout the semester, there will be several small writing assignments. Writing assignments should be double-spaced
with 1” margins, and typed in a standard font (i.e. Times New Roman). A reaction paper should be more than a simple
summary of the material; it should contain your opinion or reaction to reading the material. This may take on a variety
of forms: you may compare the work to other related material (including but not limited to other readings from the
class); you may question ways in which the work could have been improved; you may think about ways to expand on the
work, or extend it to cover new domains; or you may argue against the work, questioning its assumptions, or value.
Reaction papers will be graded primarily on your communication skills, and secondarily on the content and originality of
your ideas. The ability to express oneself clearly is an important skill in school (and in life!). Therefore, your paper, like all
good essays, should include an introductory paragraph stating your main premise, a body where your detail your ideas,
and a brief concluding paragraph. Although the reaction paper should not summarize the entire article, it should include
enough information about the article to make your ideas or criticisms well-grounded. Assume your readers have also
read the article, but that they need reminded about any details you wish to discuss. Try to avoid the temptation of
having two sections: (1) summary, and (2) reaction. Instead, it is best if you can interweave these two components
(while being clear about which is which, of course).
Although all writing rules are subjective and heuristic, here are a few editing pet-peeves of mine:
1) Use active voice. Passive tense sounds amorphous and wishy-washy. The use of first person ("I") is appropriate
for these papers because they are informal.
2) Avoid overly complex sentences.
3) Use paragraphs appropriately as partitions for your ideas. Each paragraph should generally have at least three
sentences.
4) Obviously, correct spelling and grammar are appreciated and improve the clarity of your paper.
Diversity Experience
You must complete a diversity experience. This requires that you visit or attend a place, organization, or group that you
have never had experience with, and may potentially be uncomfortable. Restaurants are not acceptable as a diversity
experience! You need to get approval from the instructor prior to your experience; this is to ensure that the experience
is safe for you to attend. When you attend your experience, you should bring a notebook to take notes regarding the
environment, type of people, feelings at various times, as well as recording the experience in general. Do not forget to
record the date, time and location. Some experiences require that you set up something in advance, so please be
courteous and call ahead if it seems necessary. After the experience, write up a 6-8 page paper, double-spaced with 1”
margins. The paper and experience are due December 6, 2010 at the beginning of class, no exceptions. Tie in a minimum
of 4 readings and cite appropriately.
Diversity Proposal:
This is due on September 13th, at the beginning of class. This should be one page or less, and describe what you plan to
do for your diversity experience. It should provide information on the potential location, the group of people, and when.
It should also contain approximately one paragraph describing what you hope to learn from this experience, and what
you expect from this experience. For example, what are some of the thoughts you have about this group prior to
participating? Do you have some stereotypes about this group?
Diversity Discussion:
On the final day of class, we will discuss our experiences and what we learned. This is an informal discussion, so a few
notes would be helpful to prepare a short 5 minute description.
The Final Paper should include:
1. Introduction, including the location, time, and date (about one paragraph)
2. The environment, describe in detail (1-2 paragraphs)
3. The people, describe (1 page)
4. The experience, and your feelings at different moments (2-3 pages)
5. A reflection on your experience after you leave (1-2 pages)
6. A conclusion on what you learned (1 page)
The final paper should also include an integration of concepts that tie into you experience, mostly in section 4, 5, and 6
of the final paper. Papers with no integration will lose points.
Exams
There will be four short essay take-home exams that are each worth 20 points each. They will be handed out one-week
before the due date. Exams should be typed and double-spaced. No late exams will be accepted, and are due at the
beginning of class on the specified due date. No emailed exams will be accepted.
Late Policy for Papers/Exams
Unless discussed with me prior to the deadline, no late papers or exams will be accepted. No Exceptions. If you discuss
with the instructor prior to the due date, there will be a point deduction based on the number of days/weeks late.
Everything is due at the beginning of class on the specified due date (i.e. 1 pm).
Attendance/Participation
You are expected to attend class and participate. During lectures, some materials will be presented that are not found in
your textbook, including new research, film clips, learning exercises, and handouts. You are responsible for knowing
these materials as well as the content from the textbook for the exams. If you miss a class, please contact a classmate to
determine what you missed. It is your responsibility to obtain missed content from lectures. Finally, out of consideration
for your fellow classmates and for me, please be on time. If an emergency requires your absence or early departure,
please inform me beforehand.
There is a strict policy for cell phone and laptop use. You may use your laptop for notes, but nothing else. No cell
phones, no texting…this is really disruptive to the flow of the class and disruptive to other students. If you come in late,
please be respectful and quiet. You can check in for attendance at the first break. If you need to leave early, also be
respectful and quiet, and let me know ahead of time. Most of the important class information is discussed at the
beginning and end of class, so if you are late or leave early, it is your responsibility to determine what you missed.
Any insensitive or disrespectful behavior towards me or other classmates will not be tolerated and you will be asked to
leave the course for the remainder of the evening. Multiple occasions of this type of behavior will result in your dismissal
from the course and a failing grade.
Grading
A
C
225 – 250
175 – 199
Description
Assignments
Diversity Experience
Exams
Attendance
B
D
200 – 224
150 – 174
F
149 and Below
Points
5 points each [35 points total]
10
20
50
80 points
30 points total
5 bonus
20
Total Points Possible 250
7 assignments throughout
Diversity Experience Proposal
Diversity Discussion/Participation
Final Diversity Experience Paper
20 points each
15 classes X 2 points each
Perfect attendance
Class Participation
Any students needing accommodations should inform the instructor.
Students with disabilities who may need accommodations for this class are encouraged to notify the instructor and
contact the Disability Resource Center (DRC) early in the semester so that reasonable accommodations may be
implemented as soon as possible. Students may contact the DRC by visiting the Center (located in at the Main Campus,
FH 225), by phoning 651-793-1539; TTY 651-772-7687, or visiting their website at
http://archive.metrostate.edu/studentaff/disability/. All information will remain confidential.
Academic Honesty
It is expected that all written work handed in by students represents their own words and thinking and is not copied
from someone else’s work and words. Plagiarism (“the appropriation...of language, ideas, and thoughts of another
author and representation of them as one’s original work”) or Cheating on an exam are serious academic infractions that
will result in academic disciplinary measures being taken. More generally, any act of academic dishonesty (as defined in
the Student Handbook and General Catalog) will not be tolerated and will be handled according to University policy. Any
instance of plagiarism or cheating will also result in a failing grade in the course.
1. http://www.metrostate.edu/handbook/academic.html
2. http://www.citationmachine.net/
3. http://www.mnscu.edu/board/policy/326.html
Make sure to cite when:
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

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You make a claim that could be challenged.
You quote somebody.
You make a specific claim that is not common knowledge.
You paraphrase information from a source (give the meaning but change the wording).
Offer an authoritative (expert) opinion.
You got an idea from somebody else, even through email or conversation.
Resources for citing and references in APA style:
Metropolitan State Writing Lab
(http://www.metrostate.edu/msweb/resources/academic_ss/cae/writing_center/index.html)
 Saint Paul campus, Library and Learning Center Room 130
 Midway campus, Lower Level Room H
Psychology Lab (http://www.metrostate.edu/msweb/explore/cps/departments/psych/lab/index.html)
 New Main L202
Purdue Online Writing Lab: http://owl.english.purdue.edu/owl/resource/560/01/
Cornell University Library: http://www.library.cornell.edu/resrch/citmanage/apa
Course Drop and Withdraw
Students may drop this course at any time during the first week of the term without cost or penalty. The Drop deadline
is September 2, 2012. Students who continue past the drop date but cannot finish the course (or do not expect to finish
successfully) might consider Withdrawing from the course. Students Withdrawing is assigned a grade of “W” which will
be counted in your completion ratio. Please consult your advisor or the instructor for more information on the “W”
grade. The last day to Withdraw from a course this term is November 16, 2012.
Schedule (*schedule is subject to change)
Aug 30
Introduction to the Course and Syllabus
Readings: APA Code of Ethics
Kitchener – The Practicalities of Ethical Decision Making
Matthews – An Ethical Toolbox for Professionals
Sep 6
Clinical and Mental Health Ethics
Readings: Haas & Malouf – Privacy, Confidentiality, and Privilege
Haas & Malouf – Informed Consent
DUE:
Ethical Dilemma Assignment
Sep 13
Clinical and Mental Health Ethics
Readings: Haas & Malouf – Dual Relationships
Haas & Malouf –Competence in Clinical Practice
DUE:
Diversity Experience Proposal
Handout: Exam #1
Sep 20
Multicultural Research & Research Ethics
Readings: Babbie – The Ethics and Politics of Social Research
Textbook, Chapter 2 – Multicultural Issues Involving Research and Testing
DUE:
EXAM #1: Clinical and Mental Health Ethics
Sep 27
Introduction to Multicultural Psychology
Readings: Textbook, Chapter 1 – What is Multicultural Psychology?
Harro –The Cycle of Socialization
Oct 4
Differences in Worldview/White Privilege
Readings: Textbook, Chapter 3 – Differences in Worldview
McIntosh – White Privilege: Unpacking the Invisible Knapsack
Wildman & Davis – Language and Silence: Making Systems of Privilege Visible
[Optional] Gallagher – Color-Blind Privilege: The social and political functions of erasing…
Video:
A Class Divided
Due:
Cultural Scavenger Hunt Assignment
Oct 11
Differences in Communication & Gender/Sexism/Heterosexism
Readings: Textbook, Chapter 4 – Differences in Communications
Zinn et al. – Sex and Gender through the Prism of Difference
Blumenfeld – How Homophobia Hurts Everyone
[Optional] The International Bill of Gender Rights
Video:
Sexual Stereotypes in the Media
Due:
The Source of Your Cultural Beliefs Assignment
Handout: Exam #2
Oct 18
Immigrants, Refugees, and the Acculturation Process
Readings: Textbook, Chapter 5 – Immigrants, Refugees, and the Acculturation Process
Nagi – Impossible Subjects: Illegal Aliens and the Making of Modern America
Rubin – Is This a White Country, or What?
Video:
Rain in a Dry Land
DUE:
EXAM #2: Research and Multicultural Psychology (Chapters 1-4)
Oct 25
Stereotyping, Prejudice, Discrimination, and Racism
Readings: Textbook, Chapter 6 (pp. 149-176) – Stereotyping, Prejudice…
Pincus - Discrimination Comes in Many Forms
Newsweek – See Baby Discriminate
[Optional] Blumenfeld & Raymond - Prejudice and Discrimination
Due:
See Baby Discriminate Assignment
Nov 1
Stereotyping, Prejudice, Discrimination, and Racism | Social Class
Readings: Sklar – Growing Gulf between Rich and Rest of Us
Langston – Tired of Playing Monopoly?
De Parle – Broken Levees, Unbroken Barriers
Heintz & Folbre – Who Owns How Much?
Video:
People Like Us
Nov 8
Stereotyping, Prejudice, Discrimination, and Racism | Ableism
Readings: Bryan - The Disability Rights Movement
Fine & Asch - Disability beyond Stigma: Social Interaction, Discrimination…
Padden – The Deaf Community and the Culture of Deaf People
Puhl – Bias, Discrimination, and Obesity
Due:
Social Class Assignment
Handout: Exam #3
Nov 15
Cultural Identity Development
Readings: Textbook, Chapter 7 – Cultural Identity Development
Tatum - The Complexity of Identity, “Who Am I?”
Video:
Split Horn
DUE:
EXAM #3: Acculturation and Stereotyping, Prejudice, Discrimination, and Racism
Nov 22
Thanksgiving, No Classes
Nov 29
Culture and [Mental] Health
Readings: Textbook, Chapter 8 – Culture and Health
Textbook, Chapter 9 – Culture and Mental Health
Due:
Racial Identity Assignment
Dec 6
Where do we go from here?
Readings: Textbook, Chapter 10 – Building Multicultural Competence
Harro: The Cycle of Liberation
Culture Counts
Handout: Exam #4
Due:
Cultural Competencies Assignment
Dec 13
Final Day of Class | Discussions on Diversity Experiences
DUE:
Diversity Experience Due
DUE:
Final Exam: Identity and Culture (Chapters 7 – 10)