Course Syllabus

Teaching and Learning form the mission of Bethany College

Multicultural Psychology
PSY 250

Credit hours: 3
Class meeting time(s): MWF 1:00 – 1:50
Prerequisite Course(s):None

Hate, it has caused a lot of problems in the world, but has not solved one yet.
. ~Maya Angelou

Instructor(s): Diane Snyder

Contact Information: dsnyder@bethanywv.edu
412-916-1509
Office Location: 204B – Kirkpatrick Hall
Office Hours: MWF 9:00 – 10:00am
MWF 12:00 – 1:00pm
Th 10:00 – 11:00am

I. Rationale: The goal of this course is to provide exposure to a broad range of

psychological topics associated with multicultural issues. The course will give students
an opportunity to explore human diversity from a wide range of theoretical and
methodological perspectives that are reflective of cultural influences. The course
objectives will be addressed via self-exploration, interactions with classmates and
instructor, experiential exercises, assigned readings, and didactic presentations. This
course fulfills the college’s Cultural Awareness (GAC) requirement.

II. Course Description (catalogue): This course is an examination of historical and

contemporary factors which differentiate the experiences of African, Asian, Latino, and
Native Americans from the experiences of other Americans. Students examine
mainstream psychological treatment of these ethnic minority experiences and pose
alternative approaches.

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III. Student Learning Outcomes

By the end of the course you will:
1. Increase your ability to attend to own personal biases based on individual and
multiple group identities
2. Increase awareness and knowledge of the role of stereotyping, prejudice, and other
“isms” and how they interact within the field of psychology.
3. Engage in intercultural interactions in a safe classroom environment that facilitates
non-defensive, collaborative, and productive communication about multicultural
issues.

You will demonstrate these outcomes through:

1. Class discussion
2. Experiential exercises
3. Written assignments

IV. Format and Procedures:

This course is primarily a discussion based and experiential course. Course
material will be presented through lecture, discussion, activities, and guest speakers.
For this reason, attendance and participation is MANDATORY. You must attend the
class in order to learn the material. In addition to attendance, you are expected to
actively participate in the course. Please be aware that we will be dealing with sensitive
topics in this course and I expect that you will treat each other with respect and care. If
at any point, you find yourself being emotionally upset or overwhelmed, please talk to
me immediately.

The varied methods of instruction include lecture, classroom discourse, experiential

classroom exercise, audio-visual instructional materials, student presentations and
written assignments, internet discussion, and guest presentations when available.

V. My Assumptions: I assume that this course can be useful no matter what your
major may be. Whether you are majoring in the physical sciences, natural sciences, or
humanities, you will be dealing with other people in your professional and personal life.
You will interact with people better if you know how they think and behave. This course
will assist you in this never ending process of human interaction.

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VI. Course Requirements:

1. Attendance and participation: Attendance is mandatory. You must be present and
are actively participate in order to learn the material.
2. Late Work Policy:
Any late assignments will be assessed a 5 point deduction per day late. No
assignments will be accepted more than 1 week past the due date.
3. Required Text:
Blaine, B.E. & McClure Brenchley, K.J. (2018). Understanding the Psychology of
Diversity (3rd Ed.).

One additional novel will be assigned:

• The Hate U Give by Angie Thomas
• The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
• I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban
by Christina Lamb and Malala Yousafzai

VII. Grading, Evaluation and Assessment Procedures, including Grading Scale:

1. In Class Activities 200 pts.

2. Discussion Questions 70 pts.
3. Project Implicit 30 pts.
4. Movie Review 50 pts.
5. Literature Review 50 pts.
6. Intercultural Interview 100 pts.

Grading Scale: standards of college (see College Catalogue)

VII. Academic Honesty

According to the guidelines of the Bethany College Catalogue, cheating on exams and
plagiarism on papers will not be tolerated. Plagiarism is considered word for word
copying between or among students. Cheating on exams consists of looking at
another student’s answers during an exam.
If caught doing either, students involved will share the grade. What that means
is that two students involved in cheating or plagiarism will each receive half of the grade
that they would have received otherwise (grade divided by 2). Three students caught
will each get 1/3 of the grade, etc. NOTE: A different policy exists for lab.

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IX. Behavioral Expectations, Classroom Etiquette

Creating a Safe Learning Environment:

Each student is responsible for reading and agreeing to terms in the contract regarding
appropriate classroom conduct that helps to both create and maintain a safe classroom
environment. The class contract will be created collaboratively, on the second day of
class. Class participation in a respectful manner will be counted towards your final
grade. Respect in this class implies your freedom to disagree with what other people
say, without disrespecting each other. Respect also means that we strive to embrace
diversity and multicultural concepts both in and outside of the classroom environment.

I expect that you will have read the required material prior to coming to class. The goal
of this course is to engage in dialogue about multicultural issues. Academic dialogue
involves more than just own life experiences and your own opinions. The reading will
inform and expand your thinking.

X. Electronic Communication and Course Management

Students are expected to check their campus e-mail accounts daily. I will communicate
with students via email. This course will be managed by Canvas. Be sure to enroll in
our Canvas course and check the Canvas site regularly.

XI. Title IX Disclosure

Under federal law, I am a mandated reporter of suspected discrimination. Please do not
share anything regarding sexual harassment or discrimination with me if you wish to
keep it expressly confidential. The only Bethany College employees who are not
mandated reporters are our Chaplain and our Counselor. Please see the College’s Title
IX policy in Volume II of the Policy Manual for more details. A hard copy can be
obtained in the Office of Student Life, or an electronic copy can be found on the
College’s website.

XII. Accommodations for students with disabilities

In compliance with the Bethany College policy and equal access laws, I am available to
discuss appropriate academic accommodations that may be required for students with
disabilities. Requests for academic accommodations are to be made during the first
three weeks of the semester, except for unusual circumstances, so arrangements can
be made.

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XIII. Course Schedule:

Date Topic Text Assignment

Week 1
Aug. 27-31 Psychology & Diversity Chapter 1

Week 2
Sept. 3-7 Stereotyping & Prejudice Chapters 2 & 3

Week 3
Sept. 10-14 Stereotyping & Prejudice Chapters 3 & 4
W Sept. 12 Project Implicit Due

Week 4
Sept. 17-21 Racism Chapter 5
F Sept 21 Diversity Movie Review Due

Week 5
Sept 24-28 Racism Chapter 5
F Sept. 28 No Class

Week 6
Oct. 1-5 Racism Chapter 5

Week 7
Oct. 8-12 Racism Chapter 5

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Week 8
Oct. 15-19 Racism Chapter 5
M Oct. 15 Fall Break – No classes

Week 9
Oct. 22-26 Gender and Sexism Chapter 6
F Oct. 26 Diversity Literature Review Due

Week 10
Oct. 29-Nov. 2 Gender and Sexism Chapter 6

Week 11
Nov. 5-9 Sexuality and Heterosexism Chapter 7

Week 12
Nov. 12-15 Sexuality and Heterosexism Chapter 7

Week 13
Nov. 19-23 Thanksgiving Break – No Classes

Week 14
Nov. 26-30 Ageism Chapter 9

Week 15
Dec. 3-7 Addressing Social Inequalities Chapters 11 & 12

Week 16
M Dec 10 Intercultural Interview Due

Note: This syllabus is subject to change at the discretion of the Professor.

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Description of Assignments:

Discussion Questions
Discussion Questions will be assigned at the beginning of class. The questions will be
based solely on the reading. You will be given approximately 10 minutes at the start of
class in which to provide a written response to the discussion question. Discussion
questions will be unannounced.

Project Implicit
Log in to the following website https://implicit.harvard.edu/implicit/
Click on “Social Attitudes”
Read the Disclaimer and click “I wish to proceed”
Choose any 3 IAT’s to complete. Each IAT takes about 10 minutes to complete. After
completing each IAT, PRINT OUT THE SUMMARY PAGE. You may black out your
results if you wish, but you must turn in 3 summary pages to complete the assignment.
Write a one page reaction paper. Your reaction paper must include:
• Definition of Implicit Bias
• How is implicit bias related to prejudice
• Your reaction to completing the IATs. Did you enjoy it? Were you
uncomfortable? Did you learn anything about yourself? Were you
skeptical of the results? You do NOT need to share any specific results in
your paper.

Extra Credit – You may complete an additional 2 IAT’s for extra credit. Each IAT
is worth 5 bonus points for a maximum of 10 points. You need to turn in a
summary page for each IAT only. No additional written paper is required.

Diversity Movie Review Activity

The purpose of this activity is to enhance your awareness of diversity.

View one of the movies on the list provided and write a brief review. Watch for themes
that reflect diversity. Write a 3-4 page, double spaced paper that reviews the movie,
including the diversity themes that were noted. Include the title of the film, the year it
was produced, what areas of diversity are addressed. List the main characters and
provide a brief plot outline (one paragraph). Then address the theme or themes that you
noted while watching. Did the film address
Ø cultural differences
Ø issues of race
Ø gender issues
Ø religious issues

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Ø age discrimination
Ø sexual orientation
Ø physical or mental ability
Ø or other differences

Include a few paragraphs on how the movie made you feel. Were you angry, sad,
sympathetic or amused? Do you think the movie meant to make you feel these
feelings? What was the message you believe the movie was supposed to make. Was
there an obvious conflict addressed by the film? What was the resolution? Was a
problem solved in a way that satisfied all parties? Was there violence depicted? If so,
were there better ways of resolving the conflict? Could you imagine yourself in a
situation like the one depicted in the film? How would you have reacted?

Conclude your paper by rating the film on a scale of 1 (awful, disappointing, failed to
address issues) to 5 (fantastic, would highly recommend, learned from the film, provided
great insights). Students should be prepared to defend the ratings rating during class
discussions.

The movie you choose must represent a cultural characteristic that differs from
your own cultural identity.

Movie List
• Boyz N the Hood Do the Right Thing
• The Joy Luck Club On Golden Pond
• Last of the Mohicans Hidden Figures
• Love Simon Uncle Drew
• Straight Outta Compton Philadelphia
• Schindler’s List Dances With Wolves
• Gandhi Glory
• Nine to Five Slumdog Millionaire
• My Left Foot Rain Man

Diversity Literature Review

Students will be assigned to read one of the following novels. Write a 3 – 5 page paper
that addresses the following questions:

1. The Hate U Give

a. As Starr and Khalil listen to Tupac, Khalil explains what Tupac said “Thug
Life” meant. Discuss the meaning of the term “Thug Life” as an acronym

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and why the author might have chosen part of this as the title of the book.
In what ways do you see this in society today?
b. Thomas frequently uses motifs of silence and voice throughout the book.
Find instances in the book where silence or voice and speech are noted,
and talk about the author’s possible intentions for emphasizing these
motifs.
c. How and why does the neighborhood react to the grand jury’s decision
(Chapter 23)? How does Starr use her voice as a weapon, and why does
she feel that it is vital that she does? Refer back to “Thug Life” and
discuss how the acronym resonates in this chapter.
d. Starr pledges to “never be quiet” After reading this book, how can you use
your voice to promote and advance social justice? Reflect on how you and
your community discuss and address inequality.

2. The Absolutely True Diary of a Part-Time Indian

a. Junior’s friendship with Rowdy is one of the main sources of conflict in the
novel. What are the various ways in which this conflict shows itself? Why,
despite all the ways that Rowdy has mistreated Junior, is Junior so
adamant about being Rowdy’s friend?
b. What do Arnold's drawings tell us that his writing does not? What is the
relationship between pictures and words?
c. On his reservation, Alexie’s main character is known as “Junior.” But when
he switches to a new high school, Reardan, people call him by his formal
name, Arnold. “I felt like two different people inside of one body, “ he says.
Do you think Junior/Arnold was just talking about his name? Or did he feel
split in other ways, too?

3. I Am Malala
a. In the first chapter, Malala describes herself as someone who belongs to
many communities and assumes different identities: Pashtun, Muslim,
female, Swat Valley resident, student. How does membership in each
community influence the different parts of her life? Is there one identity
that is the strongest force in her life? Or does it depend on the situation?
b. Malala wrote the book for a Western audience, thereby providing
background or explanation for some customs that are well known to those
within her culture (for example, the way visitors are treated.) By writing this
very personal story—and sharing details that place the reader inside her
everyday life—does Malala increase your concern about the fate of
women in South Asia and the Middle East? About girls worldwide getting
an education?

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c. Malala argues that an education for women should be a basic right. She
writes, “Education is education. We should learn everything and then
choose which path to follow. Education is neither Eastern nor Western, it
is human” (p. 162). Do you agree that education is a basic right? What
happens when a group of people is denied an education?

Intercultural Interview
Interviews are extremely important in understanding the ways in which cultural values
and norms influence individual development across the life span. You will conduct a
brief interview with two individuals who differ in one cultural characteristic (i.e., age,
race, religion, sexuality, nationality, education, gender, or socioeconomic status). The
interview (about 6 to 8 questions) should focus on the respondent’s subjective life
experiences, milestones and problems encountered by the individual and his/her views
on a controversial topic of your choice that is related to the course. Examples of
controversial questions may include: Should prayer be allowed in public schools? How
serious a problem is racism in the United States today? You will summarize your
interviews in a paper (about 6 to 8 typed pages). This paper should include a
description of respondents, a comparison and contrast of their responses, and a
summary of main findings related to the text.

Interview Questions – Your interview questions should include the following: 1.

Demographic information (change names to protect identity) 2. Introductory questions
about achievements and hardships your respondents have encountered over their life
spans. 3. Major questions – questions about your respondents’ views and beliefs about
the topic in which you are interested (i.e., racism, classism, sexism). 4. Closing
questions – questions that ask them about general comments or thoughts about this
interview. 5. You should have 6 to 8 open-ended questions to describe the introductory,
major, and closing questions of this interview. 6. After you have conducted two
interviews, you will conduct a content analysis during class so that you are able to
identify common themes.

Interview Paper – Your paper should include the following elements:

1. Introduction - briefly describe the research topic you are studying and how this topic
relates to class.

2. Interview
a) Respondents: You are to describe who you interviewed – age, race, religion, etc.,
and explain how you recruited your respondents.
b) Interview: You are to describe the questions that you used for your interview.

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c) Procedure: You are to describe how and where you interviewed your
respondents. How long did it take you to interview each respondent? Were they
willing to answer all of your questions? Were they resistant to answer some of
the questions?

3. Discussion - please describe the following information.

a) What was life like for each of your respondents? What was the social and cultural
context? What were their challenges and accomplishments? Describe their
values and beliefs about your topic.
b) How are the respondents’ answers similar to and different from each other, and
what do you think contributes to their different responses (i.e., education, race,
etc)?
c) Summarize the main findings from this project.
d) Discuss how your findings are associated with information and material in your
text, assigned readings, and class discussions.
e) Explain how this project was or was not valuable for you.

4. Reference page – APA Format

5. Appendix - include the interviews.

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