Metropolitan State University
Proposal Action Log for new undergraduate courses, Theory Seminars,
FDIS’s and Group Internships
Title: Cross-Cultural Psychology
Date: January 17, 2011
Proposer: Kerry Kleyman, Ph.D.
First semester/year to be offered: Spring 2012
ACTION:
Department/Curriculum Review:  Forwarded *
Comments:
 Returned to proposer
Department/Curriculum Faculty:__________________________ Date: __________
Academic Unit Curriculum Review:
Comments:
 Forwarded*
 Returned to proposer
Academic Unit Curriculum Chair:_______________________________ Date: __________
Academic Steering Review
for undergraduate courses **
Comments:
 Forwarded *
 Returned to proposer
Academic Steering (or Graduate Programs) Chair: _________________ Date:__________
College Dean Authorization for Implementation:
 Implementation authorized
Returned to departmental curriculum faculty
Comments:
Date:__________
Date: _________
College Dean:________________________________________
Date:__________
Received by Academic Scheduling Coordinator:
Date:__________
Date printed in Class Schedule: _________
Date syllabus put on file (if included):__________
*
Forwarded upon receipt of minor changes. ** Graduate Programs Review for Graduate Courses
Course, FDIS & TS Review
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Metropolitan State University
Course, FDIS, Group Internship and
Theory Seminar Proposal Form
Instructions: Provide the requested information below and any additional information you wish to include. While
inclusion of a syllabus is not required, should you choose to include one, any requested information below
that is included on the syllabus may be answered by indicating “See attached syllabus” in the appropriate
space. The steps of a successful course proposal are as follows:
1.
2.
3.
Obtain department approval of the course and have the Department Chair or the department representative
to the academic unit Curriculum Committee sign the Proposal Action Log. The proposal should then be
sent to the chair of your academic unit’s Curriculum Committee.
Once approved by the academic unit Curriculum Committee, the committee chair will sign the Proposal
Action Log and forward the proposal to the Academic Steering Committee (or the Graduate Programs
Committee for graduate courses).
If approved by the Academic Steering Committee, the proposal will be forwarded to the appropriate dean,
and the dean will forward the proposal to the Academic Scheduling Coordinator to be included in the next
course catalog.
Please refer to University Procedure #251 for more specific course proposal information.
Individual proposing the course: Kerry S. Kleyman, Ph.D.
Number and title of the course: PSYC 372, Cross-Cultural Psychology
(e.g. Engl 101, Introduction to Composition)
Academic level of the course:
1XX
2XX
3XX
4XX
5XX
6XX
Indicate proposed number of credits to be earned:
1
2
3
4
5
Other (please specify
Department/Academic Unit: Psychology
First Semester course was/is to be offered: Spring 2012
1. Provide a description of the course to be included in the official university catalog indicating
prerequisites and overlap information.
This course offers a broad overview of cross-cultural psychology, a field that uses methods
and theoretical ideas from psychology as tools to help understand cultural effects on human
psychology, with a focus on the individual. It will examine psychological diversity and the
links between cultural norms and individual behavior. It will also examine how social and
cultural forces influence cognition, intelligence, emotion, motivation, psychological
disorders, behavior, and other human functioning.
Prerequisites: PSYC 100 General Psychology or equivalent with instructor's consent.
Course, FDIS & TS Review
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A. If the course is 200 level or higher and no prerequisites are required, what makes this
course an appropriate introductory level course?
NA - Prerequisites: PSYC 100 General Psychology or equivalent with instructor's
consent.
2. Provide a Competence Statement indicating what students will know/can do upon successful
completion of the course if required by department.
The student will understand the concepts, theories, and practices associated with crosscultural psychology well enough to apply this knowledge to contemporary local and global
cultural issues at an intermediate level. The student will be able to analyze and reflect on
the ethical dimensions of cultural, social, and scientific issues, as well as recognizing the
diversity of cognitions, motivations and interests of others. The student will be able to
illustrate the impact of cross-cultural studies on the development of psychology as a
discipline. Finally, the student will be able to integrate theory and lessons from research
into a coherent schema to guide field research and interventions in intercultural situations.
3. Indicate what topics are to be covered in the course and explain how the course differs from
other courses currently being offered within the university in which these topics are
discussed.
This course offers a perspective of cross-cultural psychology. In the last few decades, crosscultural psychology has emerged as an important field in psychology because it enables us
to understand the effects of culture on psychological processes using richer and more
representative samples of participants. Cross-cultural psychologists have become interested
in expanding their knowledge of basic psychological processes of individuals, such as
cognition, emotion, motivation and behavior and intelligence, to understand the dynamics
of human development and socialization, psychological disorders, social perceptions, and
social interactions. In particular, cross-cultural psychologists have more recently used basic
research to solve problems of common interest from a cultural perspective of the
individual, such as health, spirituality, working with immigrants, education, law, and human
rights. Also, because the race and ethnicity are closely tied to many cultural perspectives,
issues of race and ethnicity will be covered in most content areas.
A. What is the primary content of this course?:
This course should be offered because it has relevance to the current direction of
psychology and application of psychology to culture and intergroup relations. Also,
students have shown an increased interest in the issues that fall under cross-cultural
psychology, such as working with immigrant population, understanding cultural
differences in education, and universal human rights.
It will be offered as an elective within the Psychology degree, and will also be
submitted to review for inclusion under Goal Areas 5, 7, and 8 of general education.
Course, FDIS & TS Review
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B. Why should this course/FDIS/theory seminar be offered and will it be part of an
existing or proposed major, minor, concentration, or certificate program?:
This will be an elective in the Psychology major and minor. It is an applied area
within Psychology and involves upper division learning. Psychology 100 is a
prerequisite.
C. How does the course relate to other offerings in the discipline in regard to academic
level and/or sequencing?:
The course supplements existing psychology courses and prepares students for
living and/or working in diverse communities, as well as preparing students for
graduate programs. The course is in line with upper division psychology electives.
D. What faculty or departments have been consulted during the development of the
course/FDIS/theory seminar? (Consultations are not required. However consultations can
provide the reviewing bodies with valuable information regarding curricular overlap, possible
concerns from other departments and/or colleges, and the ability of the university to support the
proposal. Attach any reviews by other appropriate departments, faculty, and/or committees.):
The Psychology department has been consulted during the development of this
course. Consultation with the Ethnic and Religious Studies, and Social Sciences was
requested.
4. Identify the learning outcomes, both theoretical and practical, that students will gain through
completion of this course?
1. To acquaint students with the most important theoretical and research developments in
cross-cultural psychology during the past thirty years.
2. To examine the concepts and processes necessary for cross-cultural research.
3. To help students understand and think critically about the various manifestations of
prejudice in our society and help apply the psychological perspectives for reducing
prejudice to our everyday life.
4. To help students understand behavioral differences in individuals among various
cultural groups.
5. To help students understand their own cultural backgrounds and the dynamics of their
cross-cultural experience, discovering cultural and psychological variations which are
not present in their own cultural experience.
6. To illustrate the impact of cross-cultural studies on the development of psychology as a
discipline.
7. To improve intercultural communication.
8. To integrate theory and lessons from research into a coherent schema to guide field
research and interventions in intercultural situations.
9. To introduce cross-cultural theoretical frameworks.
5. What are the learning strategies and activities incorporated into the course format?
Course, FDIS & TS Review
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Lectures, student-designed presentations, field trip, class projects, individual application
projects, and video analysis
6. Provide a topical outline of how the course content and resources will be utilized to meet the
learning outcomes from the start of the course through the end of the course.
See Syllabus
7. Explain how the course addresses areas such as improvement of writing, critical thinking,
communication, mathematics, and ethical decision-making?
The course addresses improvement in writing, critical thinking, communication and ethical
decision making. For writing, there will be several written assignments that will be graded
on application of conceptual issues and clarity. Critical thinking and ethical decision making
are primary components of cross-cultural psychology as this course provides a bridge
between the theoretical and learning how to apply conceptual issues to real world events,
people, and situations. The importance of good communication skills is therefore essential
to the course.
8. Explain how perspectives on such issues as women; gender; minority/cultural diversity; and
global issues are addressed within the course?
The topic areas within cross-cultural psychology focus on different hierarchical structures
within our societies, thus identifying intergroup relationships, prejudice, and institutional
discrimination in many forms of disadvantaged groups, from simple stereotypes to universal
human rights. This is a course that is global and explores many facets of diversity, primarily
through a cultural lens.
9. Provide a brief explanation of how the following administrative components of the class will
be addressed in the course syllabus:
Academic Honesty/Plagiarism: See syllabus
Attendance and/or Participation Policy: See syllabus
Grading Process: See syllabus
Disability Statement: See syllabus
10. Provide a bibliography of current works that support the fundamental content associated with
the course (e.g., books, articles, journals, course readings, consulted works, etc.). What
contact have you made with the academic unit library liaison regarding course materials?
Possible Textbooks
1. Shiraev, E.B., & Levy, D.A. (2010). Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (4th Ed.). Boston: Allyn & Bacon.
2. Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th Ed.). Wadsworth/Thomson
Learning: Belmont, CA.
Course, FDIS & TS Review
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3. Hall, Edward T. (1976) Beyond Culture. New York: Doubleday Anchor Books.
4. Goldberger, N. R., & Veroff, J. B. (Eds.) (1995). The culture and psychology reader. New York:
New York University Press.
5. Berry, J.W., Poortinga, Y.H., Segall, M.H., & Dasen, P.R. (2002). Cross-cultural psychology:
Research and applications. (2nd Ed.). Cambridge, UK: Cambridge University Press.
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Pilisuk, M., & Zazzi, J. (2006). Toward a psychosocial theory of military and economic violence in the era
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Portes, R. (1990). Immigrant America. Berkeley: University of California Press.
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Ross, M., Xun, W.A. E., & Wilson, A.E. (2002). Language and the bicultural self. Personality and Social
Psychology Bulletin, 28, 1040-1050.
Rothbaum, F., et al. (2000). Attachment and culture: Security in the United States and Japan. American
Psychologist 55(10), 1093-1104.
Rudmin, F. W., Ferrada-Noli, M., & Skolbekken, J. A. (2003). Questions of culture, age and gender in the
epidemiology of suicide. Scandinavian Journal of Psychology, 44, 373-381.
Rudy, D., & Grusec, J. E. (2001). Correlates of authoritarian parenting in individualist and collectivist
cultures and implications for understanding the transmission of values. Journal of Cross-Cultural
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Schooler, C. (2007). Culture and social structure: The relevance of social structure to cultural psychology.
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Schwartz, B. (2000). Self-determination: The tyranny of freedom. American Psychologist, 55, 79-88.
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Review. European Eating Disorders Review, 14(1), 54-65.
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Washington, DC: American Psychological Association.
Submit this proposal form, a draft syllabus if completed, the Action Log at the back of the
proposal packet signed by the appropriate individuals, and any consultation reviews to the
department representative.
Course, FDIS & TS Review
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Psychology 372: Cross-Cultural Psychology
Spring 2012
Instructor:
Phone:
Email:
Website:
Office:
Office Hours:
Kerry S. Kleyman, Ph.D.
651.999.5833 | Fax: 651.999.5822
kerry.kleyman@metrostate.edu
tba
Midway Center, Suite 101, 1450 Energy Park Drive, St. Paul, MN 55108-5218
TBD
Required Textbook:
1. [tentative textbook] Shiraev, E.B., & Levy, D.A. (2010). Cross-Cultural Psychology: Critical Thinking
and Contemporary Applications (4th Ed.). Boston: Allyn & Bacon.
2. Additional and Optional Readings assigned on a weekly basis, available from the Library E-Reserves
system. Students must have and use a “Net Direct” computer account and University e-mail.
Course Description
This course offers a broad overview of cross-cultural psychology, a field that uses methods and
theoretical ideas from psychology as tools to help understand cultural effects on human psychology,
with a focus on the individual. It will examine psychological diversity and the links between cultural
norms and individual behavior. It will also examine the ways in which particular individual human
activities are influenced by social and cultural forces. Concepts from psychology, such as cognition,
intelligence, emotion, motivation and behavior will be investigated and applied to issues in human
development, social perception, social interaction and psychological disorders. In addition, by describing
cross-cultural psychology experimentation in detail, the course teaches about how the scientific method
can be applied to comparative methods that establish psychological universals.
Prerequisites: PSYC 100 General Psychology or equivalent with instructor's consent.
Course Objectives
1. To acquaint students with the most important theoretical and research developments in crosscultural psychology during the past thirty years.
2. To examine the concepts and processes necessary for cross-cultural research.
3. To help students understand and think critically about the various manifestations of prejudice in our
society and help apply the psychological perspectives for reducing prejudice to our everyday life.
4. To help students understand behavioral differences in individuals among various cultural groups.
5. To help students understand their own cultural backgrounds and the dynamics of their cross-cultural
experience, discovering cultural and psychological variations which are not present in their own
cultural experience.
6. To illustrate the impact of cross-cultural studies on the development of psychology as a discipline.
7. To improve intercultural communication.
8. To integrate theory and lessons from research into a coherent schema to guide field research and
interventions in intercultural situations.
9. To introduce cross-cultural theoretical frameworks.
Competence Statement
The student will understand the concepts, theories, and practices associated with cross-cultural
psychology well enough to apply this knowledge to contemporary local and global cultural issues at an
intermediate level. The student will be able to analyze and reflect on the ethical dimensions of cultural,
social, and scientific issues, as well as recognizing the diversity of cognitions, motivations and interests
Course, FDIS & TS Review
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of others. The student will be able to illustrate the impact of cross-cultural studies on the development
of psychology as a discipline. Finally, the student will be able to integrate theory and lessons from
research into a coherent schema to guide field research and interventions in intercultural situations.
Assignments, Exams, Attendance and Participation
1)
2)
3)
4)
Two Exams (each worth 50 points)
Individual Assignments (5 short writing/essay assignments, 10 points each)
Cultural Self-Study (Project 1) (worth a total of 50 points)
Single/Group Project (Project 2) on a Cultural Problem or Issue, including presentation (worth a total
of 100 points)
5) In-class participation and attendance (worth a total of 50 points)
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!
Assignments
Throughout the semester, there will be several small writing assignments. Writing assignments should
be approximately 1-2 pages in length, double-spaced with 1” margins (unless otherwise specified). They
should begin with a short paragraph on what you are “reacting” to along with a specific question,
argument or concern that you are going to talk about. The body of the paper will answer or support this
introduction, and then a final paragraph will conclude your thoughts (wrap it up!). You should integrate
material from lecture or readings.
Projects
There will be two large projects, one for the first half of the semester, and the other for the second half
of the semester. The first project will focus on a cultural self-study and the second will focus on the
study of a cultural problem or issue. The second project will be presented on the final day of class.
Details provided on a separate handout.
Exams
There will be two exams. The exams will include essay questions regarding topics covered in class
lectures and discussions as well as the readings. Exams must be taken during the scheduled week and
no make-ups will be given except in extreme circumstances. If there are extreme circumstances, you
must notify me within 24 hours of the exam due date in order to be allowed to take a make-up.
Evaluation/Grades: 300 total points.
•
At least 90% for a grade of “A”
•
80-89% for a grade of “B”
•
70-79% for a grade of “C”
•
60-69% for a grade of “D”
•
59% and below, grade of “F”
University and Course Policies
Attendance/Participation
Course, FDIS & TS Review
15
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.
Students with Disabilities
Metropolitan State University offers reasonable accommodations to qualified students with
documented disabilities. If you have a disability that may require accommodations it is essential that
you be registered with the Disability Services Office. You may contact the Disability Services Office, at
Founders Hall, Room 146A, St. Paul Campus or (651) 793-1549, or email
Disability.Services@metrostate.edu. For additional information on Disability Services, please visit:
http://www.metrostate.edu/msweb/pathway/academic_success/disability/index.html
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.
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 I
• Online: https://db.metrostate.edu/webapps/drep/apa_5ed.pdf
Other Resources
 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 _____. 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 ______.
Tentative Course Schedule
Week 1: What is Culture? Current state of cross-cultural psychology, recent changes, expectations of
the future.
Required Readings
Course, FDIS & TS Review
16
•
•
[textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 1: Understanding Cross-Cultural Psychology. In
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 1 – 26). Boston: Allyn & Bacon.
Kim, U., Park, Y., & Park, D. (2000). The challenge of cross-cultural psychology: The role of
indigenous psychologies. Journal of Cross-Cultural Psychology, 31(1), 63-75.
Week 2: Cross-Cultural Research Methods
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 2: Methodology of Cross-Cultural Research. In .
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 27-52). Boston: Allyn & Bacon.
• Sears, D. (1997). College sophomores in the laboratory: Influences of a narrow data base of
psychology’s view of human nature (p. 20-51). In Peplau, A. Letitia, & S. E. Taylor (Eds.),
Sociocultural perspectives in social psychology: Current readings. Upper Saddle River, NJ: Prentice
Hall.
Optional Readings
• Kral, M. J., & Burkhardt, K. J. (2002). A new research agenda for a cultural psychology. Canadian
Psychology, 43(3) 154-162.
• Rogoff, B., & Chavajay, P. (1995). What's become of research on the cultural basis of cognitive
development. American Psychologist, 50(10), 859-877.
Week 3: Culture, Cognition, and Perception
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 3: Critical Thinking in Cross-Cultural
Psychology. In . E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and
Contemporary Applications (pp. 53-92). Boston: Allyn & Bacon.
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 4: Cognition: Sensations, Perception, and
States of Consciousness. In . E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical
Thinking and Contemporary Applications (pp. 93-119). Boston: Allyn & Bacon.
Optional Readings
• DiMaggio, P. (1997). Culture and cognition. Annual Review of Sociology, 23, 263-287.
• Kim, H. S. (2002). We talk before we think? A cultural analysis of the effect of talking on thinking.
Journal of Personality and Social Psychology, 83, 828-842.
• Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: Holistic
versus analytic cognition. Psychological Review, 108, 291-310.
Week 4: Culture, Emotion and Motivation
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 6: Emotion. In . E.B. Shiraev and D.A. Levy
(Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp. 150-171).
Boston: Allyn & Bacon.
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 7: Motivation and Behavior. In . E.B. Shiraev
and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp.
172-194). Boston: Allyn & Bacon.
Course, FDIS & TS Review
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Optional Readings
• Haidt, J., Koller, S. H., & Dias, M. G. (1993). Affect, culture, and morality, or is it wrong to eat your
dog? Journal of Personality and Social Psychology, 65, 613-628.
• Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on
intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.
• Scherer, K. R. & Wallbott, H. G. (1994). Evidence for universality and cultural variation of differential
emotion response patterning. Journal of Personality and Social Psychology, 66(2), 310-328.
Week 5: Culture and the Self
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 10: Social Perception and Social Cognition. In .
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 255-276). Boston: Allyn & Bacon.
• Chiu, C., & Hong, Y. (2006). Culture, Self, and Others: Who Am I and Who Are They? In C. Chiu, and Y.
Hong, Social Psychology of Culture (pp. 127-156). New York: Psychology Press.
Optional Readings
• Kitayama, S., Markus, H. R., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and collective
processes in the construction of the self: Self-enhancement in the United States and self-criticism in
Japan. Journal of Personality and Social Psychology, 72, 1245-1267.
• Markus, H.R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and
motivation. Psychological Review, 98, 224-253.
• Menon, T., Morris, M. W., Chiu, C.-y., & Hong, Y.-y. (1999). Culture and the construal of agency:
Attribution to individual versus group dispositions. Journal of Personality and Social Psychology, 76,
701-717.
Week 6: Culture, Language and Communication
Required Readings
• Matsumoto, D., & Juang, L. (2008). Culture, Language and Communication. In D. Matsumoto, and L.
Juangs, Culture & Personality (pp. 224-256). Wadsworth Publishing.
• Chiu, C., Leung, A.K., & Kwan, L. (2007). Language, Cognition, and Culture: Beyond the Whorfian
Hypothesis. In S. Kitayama, and D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 668-690).
New York: The Guilford Press.
Optional Readings
• Kim, H. S. (2002). We talk before we think? A cultural analysis of the effect of talking on thinking.
Journal of Personality and Social Psychology, 83, 828-842.
• Ross, M., Xun, W.A. E., & Wilson, A.E. (2002). Language and the bicultural self. Personality and
Social Psychology Bulletin, 28, 1040-1050.
• Ting-Toomey, S. & Oetzel, J.G. (2001). Managing intercultural conflict effectively. Communicating
effectively in multicultural contexts: Vol. 6. Thousand Oaks, CA, US: Sage Publications, Inc.
Week 7: Culture, Gender and Relationships
Required Readings
• Matsumoto, D., & Juang, L. (2008). Culture and Gender. In D. Matsumoto, and L. Juangs, Culture &
Personality (pp. 145-171). Wadsworth Publishing.
Course, FDIS & TS Review
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•
Hatfield, E., Rapson, R.L., & Martel, L.D. (2007). Passionate Love and Sexual Desire. In S. Kitayama,
and D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 760-779). New York: The Guilford Press.
Optional Readings
• Steele, C., & Sherman, D.A. (1999). The Psychological Predicament of Women on Welfare. In D. A.
Prentice, and D. T. Miller (Eds.), Cultural Divides: Understanding and Overcoming Group Conflict (pp.
393-428). New York: Russell Sage Foundation.
• Hofstede, G. (1996). Gender stereotypes and partner preferences of Asian women in masculine and
feminine cultures. Journal of Cross-Cultural Psychology, 27(5), 533-546.
Week 8: Culture and Personality
Required Readings:
• Matsumoto, D., & Juang, L. (2008). Culture and Personality. In D. Matsumoto, and L. Juangs, Culture
& Personality (pp. 257-281). Wadsworth Publishing.
• Triandis, H. C. (2001). Individualism-collectivism and personality. Journal of Personality, 69(6), 907924.
Optional Readings
• Cohen, D., Nisbett, R. E., Bowdle, B. F., & Schwarz, N. (1996). Insult, aggression, and the southern
culture of honor: An experimental ethnography. Journal of Personality and Social Psychology, 70,
945-960.
Due Date: Project #1: Cultural Self Study
Week 9: Culture, Social Interaction, and Intergroup Relations
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 11: Social Interaction. In E.B. Shiraev and D.A.
Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp. 277298). Boston: Allyn & Bacon.
• Matsumoto, D., & Juang, L. (2008). Culture and Social Behavior, II: Interpersonal and Intergroup
Relations. In D. Matsumoto, and L. Juangs, Culture & Personality (pp. 356-395). Wadsworth
Publishing.
Optional Readings
• Sanchez-Burks, J., Nisbett, R. E., & Ybarra, O. (2000). Cultural styles, relationship schemas, and
prejudice against out-groups. Journal of Personality and Social Psychology, 79, 174-189.
• Pettigrew, T.F., & Tropp, L. (2001). Does intergroup contact reduce racial and ethnic prejudice
throughout the world? Recent metaanalytic findings. In S. Oskamp (Ed.), Reducing prejudice and
discrimination (pp. 129-143). Mahwah: Erlbaum.
Due: Exam #1
Week 10: Culture, Intelligence, and Education
Required Readings:
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 5: Intelligence. In E.B. Shiraev and D.A. Levy
(Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp. 120-149).
Boston: Allyn & Bacon.
Course, FDIS & TS Review
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•
•
Gladwell, M. (2008). Rice paddies and math tests. In M. Gladwells (2008), Outliers: The Story of
Success (pp. 224 – 249). New York: Little Brown and Co.
Fryer, R. (2006). ‘Acting white’: The social price paid by the best and brightest minority students.
Education Next, Winter 2006, 53-59.
Optional Readings
• Snibbe, A. C., & Markus, H. R. (2005). You can't always get what you want: Educational attainment,
agency, and choice. Journal of Personality and Social Psychology, 88, 703-720.
• Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21, 5-14.
• Fletcher, J. M., Todd, J., & Satz, P. (1975). Culture-fairness of three intelligence tests and a shortform procedure. Psychological Reports, 37(3, Pt 2), 1255-1262.
• Selected readings from: Tatum, B.D. (1997). “Why are all the Black kids sitting together in the
cafeteria?” And other conversations about race. New York: Basic Books.
Week 11: Culture, Development, and Morality
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 8: Human Development and Socialization. In
E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary
Applications (pp. 195-220). Boston: Allyn & Bacon.
• Solomon, S., Greenberg, J., Schimel, J., Arndt, J., & Pyszczynski, T. (2004). Human awareness of
mortality and the evolution of culture. In M. Schaller & C. Crandall (Eds.), The psychological
foundation of culture (pp. 15-40). Mahwah, NJ: Erlbaum.
Optional Readings
• Rudy, D., & Grusec, J.E. (2001). Correlates of authoritarian parenting in individualist and collectivist
cultures and implications for understanding the transmission of values. Journal of Cross-Cultural
Psychology, 32, 202-212.
• Rothbaum, F., et al. (2000). Attachment and culture: Security in the United States and Japan.
American Psychologist, 55(10), 1093-1104.
• Morelli, G., Rogoff, B., Oppenheim, D., & Goldsmith, D. (1992). Cultural variation in infants’ sleeping
arrangements: Questions of independence. Developmental Psychology, 28, 604-613.
Week 12: Culture and Health
Required Readings
• Matsumoto, D., & Juang, L. (2008). Culture and Health. In D. Matsumoto, and L. Juangs, Culture &
Personality (pp. 172-196). Wadsworth Publishing.
• Soh, N. L., Touyz, S. W., & Surgenor, L. J. (2006). Eating and Body Image Disturbances Across
Cultures: A Review. European Eating Disorders Review, 14(1), 54-65.
Optional Readings
• Rudmin, F. W., Ferrada-Noli, M., & Skolbekken, J. A. (2003). Questions of culture, age and gender in
the epidemiology of suicide. Scandinavian Journal of Psychology, 44, 373-381.
• Miller, J. G. (1994). Cultural diversity in the morality of caring: Individually oriented versus dutybased interpersonal moral codes. Cross-Cultural Research, 28, 3-39.
Week 13: Culture and Abnormal Psychology
Required Readings
Course, FDIS & TS Review
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•
[textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 9: Psychological Disorders. In E.B. Shiraev and
D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and Contemporary Applications (pp.
221-254). Boston: Allyn & Bacon.
Flaskerud, J. H. (2009). What do we need to know about the culture-bound syndromes?. Issues in
Mental Health Nursing, 30(6), 406-407.
Optional Readings
• Calliess, I. T., Sieberer, M., Machleidt, W., & Ziegenbein, M. (2008). Personality disorders in a crosscultural perspective: Impact of culture and migration on diagnosis and etiological aspects. Current
Psychiatry Reviews, 4(1), 39-47.
• Marsella, A.J., & Yamada, A.M. (2007). Culture and Psychopathology: Foundations, Issues, and
Directions. In S. Kitayama, and D. Cohen (Eds.), Handbook of Cultural Psychology (pp. 797-820). New
York: The Guilford Press.
Week 14: Applied Cross-Cultural Psychology: Religion, Business, Immigration, and Law
Required Readings
• [textbook] Shiraev, E.B., & Levy, D.A. (2010). Chapter 12: Applied Cross-Cultural Psychology: Some
Highlights. In E.B. Shiraev and D.A. Levy (Eds.), Cross-Cultural Psychology: Critical Thinking and
Contemporary Applications (pp. 299-321). Boston: Allyn & Bacon.
• O’Reilly, C. A., & Chatman, J. A. (1996). Culture as social control: Corporations, cults, and
commitment. Research in Organizational Behavior, 18, 157-200.
 Ayers, J. W., Hofstetter, C., Schnakenberg, K., & Kolody, B. (2009). Is immigration a racial issue?
Anglo attitudes on immigration policies in a border county. Social Science Quarterly, 90(3), 593-610.
Optional Readings
• Schein, E. (1990). Organizational culture. American Psychologist, Vol. 45, (2), 109-119.
• Hafez, M. M. (2006). Rationality, culture, and structure in the making of suicide bombers: A
preliminary theoretical synthesis and Illustrative case study. Studies in Conflict & Terrorism, 29, 165185.
• Aycan, Z. (2000). Cross-cultural industrial and organizational psychology. Journal of Cross-cultural
Psychology, 31 (3), 110-128.
• Wadsworth, T., & Kubrin, C. E. (2007). Hispanic suicide in U.S. metropolitan areas: Examining the
effects of immigration, assimilation, affluence, and disadvantage. American Journal of Sociology,
112(6), 1848-1885.
Week 15
Student Presentation on Cultural Problems/Issues
Due: Exam #2
Course, FDIS & TS Review
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