Psychology 3100 (Synchronous, via Zoom) Psychology of Diversity
Fall 2020
Monday/Wednesday, 12:30 – 1:45 Zoom Link (also on Canvas)
Password: Sperry3100
Instructor: Dr. Kathryn Sperry (Pronouns: she/her/hers)
Email: [email protected] (this is the best way to contact me) Phone: (801) 626 – 6848
Office: Lindquist Hall, room 376
Office hours: Monday & Wednesday, 9 – 11 am and 2 – 3 pm; Thursday 3 – 4 pm. If these times don’t work please email me and we can arrange another time!
I. Course Description
Our world is becoming increasingly diverse with respect to ethnicity, gender identity, sexual orientation, religion, and many other individual differences. This course will focus on all the ways in which individuals differ from one another and the consequences of diversity. In short, this is a course about stereotypes, prejudice, and discrimination. We will begin by examining why we engage in the process of stereotyping and some of the consequences of stereotyping. After
understanding the processes of stereotyping, prejudice, and discrimination, each module will then focus on a different ‘-ism’ – For example, racism, sexism, ageism, weightism. We will also
examine less researched forms of diversity such as religious diversity and neurodiversity (e.g., ADHD, Autism Spectrum Disorder). We will examine research that demonstrates blatant forms of discrimination, as well as subtler forms of discrimination that continue to plague our society. We all have prejudices that we are not aware of, and I hope in this class you will begin to identify some of your own prejudices and become an ally for disadvantaged groups in our society. Some questions we will consider include: What is diversity? Why do we categorize other people? What is the impact of diversity on individuals and on society? Can stereotypes become self-fulfilling prophesies? What evidence exists that overweight, older, and LGBTQ+ (among other groups) are discriminated against? Are there long-term health consequences of having negative age stereotypes? What are the mental health impacts of prejudice and discrimination? What is neurodiversity? How can prejudice be reduced?
II. Required Materials
§ Textbook: Blaine, B. E. & Brenchley, K. J. (2018). Understanding the Psychology of Diversity (3rd edition). Sage.
§ Articles on Canvas: In addition to the textbook, there will also be articles posted on Canvas. Study guides will be provided for most articles.
III. Learning Objectives Program
outcomes Course outcomes
Upon successfully completing this course, you will be able to:
Knowledge
§ Articulate the reasons why we categorize and stereotype other people
§ Describe the stereotypes of older adults, overweight individuals, and LGBTQ+ (among other minority groups in the U.S.) and describe how those stereotypes lead to prejudice and discrimination
§ Articulate experimental research findings demonstrating discrimination against minority groups in the U.S.
§ Define the term microaggression and provide examples of microaggressions that various groups in our society face
Application
§ Apply the research and theories of diversity, stereotyping, and prejudice to real-world situations (recent examples include Covid-19 and the Black Lives Matter movement) § Make connections between your own identity and the research literature on prejudice
and discrimination
Values/ethics § Demonstrate empathy and compassion for individuals with different experiences, appearances, or ways of being and thinking than you § Recognize and reflect on your own stereotypes, prejudices, and blind spots
Communication
§ Practice professionally communicating about controversial and difficult topics, both in writing and during in-class discussions
§ Demonstrate proficiency in APA style
§ Demonstrate ability to find, read, and use peer-reviewed research and use the research findings to support a point being made in a paper
IV. Course Requirements § In-class assignments (20%)
Throughout the semester, there will be short in-class assignments. These might be
re-articulating a concept or theory we’ve recently discussed, or it might be based more on your opinion. The in-class assignments are a way for me to take attendance and will also provide you with practice answering exam questions. The in-class assignments will be posted on a PP slide during the Zoom call, and you will either go in to Canvas and answer the question in Canvas (during class time) or in some cases you may be asked to respond using the chat feature in Zoom.
§ Exams (40%)
There will be three exams throughout the semester (Exam 3 is not cumulative and is taken during finals week). Everything in the assigned reading, discussed in class, or videos shown in class are fair game for exams. Study guides will be provided and we will review for each exam in class.
§ Papers (20%)
There will be two papers in this class. Each paper will be 3 – 5 pages and require a reflection component as well as integration of empirical, peer-reviewed research articles. Assignment guidelines and the grading rubrics are posted on Canvas.
§ Reading quizzes (10%)
For some of the research articles, there will be a short reading quiz that you will take on Canvas. The reading quizzes are always due on Sunday night at 11:59 pm (the night before class when we will be discussing that reading). These quizzes consist of a few short answer questions and will focus on the research articles that are assigned for Monday’s class (this is why they are due Sunday night – before we discuss them during class).
§ Online discussions (10%)
There will be four online discussions in this class. Each discussion is meant to get you engaged in thinking about the assigned readings and expressing your opinion. You will be required to post an initial post and then respond to two students’ posts.
V. Grading Scale A = 92.5+ C+ = 77.5 - 79.4 A - = 89.5 - 92.4 C = 72.5 - 77.4 B+ = 87.5 - 89.4 C - = 69.5 - 72.4 B = 82.5 - 87.4 D+ = 67.5 - 69.4 B - = 79.5 - 82.4 D = 59.5 - 67.4 F = < 59.5 VI. Course and University Policies Late work
The initial discussion post may be submitted late, with a .5-point deduction for each day it is late. Once the discussion is closed on Canvas, you may not submit your discussion at that point (or reply to other students’ posts). Papers may be submitted late for a 5% deduction each day it’s late.
Missed in-class assignments
In-class assignments generally may not be made up. However, I drop several in-class assignments to allow for circumstances that make it difficult to come to class. Also – please reach out to me if you have a valid reason for missing class. I may excuse missed classes if they are accompanied by a professionally written email (similar to the real world – professionalism and timely communication will be rewarded).
Make-up quizzes and exams
Quizzes may not be made up under any circumstance, but as with in-class assignments, I do drop a low quiz score. I generally do not allow make-up exams. However, if a medical emergency comes up, please email me as soon as possible (with any relevant documentation) so that we can make alternate arrangements if necessary.
Academic Dishonesty
I take plagiarism incredibly seriously. This includes submitting work in this class that you have already submitted in another class. If you are re-taking this course, you may not submit any work that you have already submitted to this class (whether you are taking it with the same professor or a different professor as before). This includes submitting work that is worded too similarly to another student’s paper, or to a paper from the Internet. This includes copying a sentence (or more) from a research article. Remember that you must put everything into your own words, even when you cite the source! The penalty for academic dishonesty in this course is failure on the assignment and possibly the course, depending on circumstances.
Inclusivity statement
Pivotal to Weber State University's mission is the need to embrace and value the diversity of its members. Acknowledging the uniqueness of each individual, we work to cultivate an
environment that encourages freedom of expression. Because the University is a community where inquiry is nurtured and theories tested, every individual has the right to feel safe to express ideas that differ from those held by other members of the community. However, all persons who aspire to be part of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Recognizing that the proper balance between freedom of expression and respect for others is not always apparent or easy to achieve, we must continually challenge ourselves and each other in an atmosphere of mutual concern, good will, and respect. Therefore, expressions or actions that disparage an individual's or group's ethnicity, gender, religion, sexual orientation, marital status, age, or disability are contrary to the mission of Weber State University.
Campus closure
If for any reason the university is forced to close for an extended period of time, our class will continue to be conducted via Zoom in this online format.
VII. Covid-19 plan: Lectures via Zoom (Synchronously)
§ Lectures: We will do lectures using Zoom. You will need to be on the zoom call at the time that our class meets. I will record the Zoom calls in case you do miss class or you want to review material covered in class.
§ In-class assignments: The in-class assignments will be presented on the Zoom call, and you will then either submit a response on Canvas or using the Chat feature in Zoom. To provide some flexibility in these difficult and uncertain times, I will drop 5 low in-class assignments.
§ Office hours: Office hours will be held on Zoom. Zoom office hours can be done during my regularly scheduled office hours or at other times that we set up.
§ Exams: The exams will still be taken in Chi-Tester, but you will not take them at a testing center. Instead, the exams will be open-note and open-book. The exams will have a time-limit.
Using Zoom and Zoom Etiquette:
§ Download the Zoom application: Go to www.weber.zoom.us/download and click on “Zoom Client for Meetings.” You can also just log in with your Weber credentials at www.weber.zoom.us. It is recommended to use the App on your computer, but if you cannot download the app you can always access your meetings from your browser. § Please use a computer (if possible): The experience in this class will be better if you
can enter the Zoom calls on a computer.
§ Video: I would like you to turn your video on if you are able to and feel comfortable doing so. This provides me with feedback on the pace of the lecture and areas of
confusion, and keeps us all a bit more engaged. This is not a requirement. Please do what you feel most comfortable with and what you are able to do. But if you do feel
comfortable doing so, please turn your video on, particularly during small group discussions.
§ Mute yourself (no offense!): Please keep your audio muted during lecture (unless we are engaged in a class discussion or you are asking a question). Otherwise there will be a lot of ambient noise between all students’ background noise (even just typing produces a surprisingly loud sound on Zoom calls).
§ Asking questions during lecture: Feel free to un-mute yourself to ask a question and interrupt me at any point. You may also use the “raise hand” feature if you have a
question during lecture. You can use the chat feature to ask a question as well (this allows you to ask a question just to me personally, or to the entire class).
VIII. Course Support Office Hours
I am available for extra help during office hours every week. Please make an appointment, whether to chat about an assignment, clarify content from lecture, or any other questions or thoughts you would like to discuss!
Disability services
Any student requiring accommodations or services due to a disability must contact Disability Services in Room 181 of the Student Services Center or Room 256 at the Davis Campus. Disability Services can also arrange to provide course materials (including this syllabus) in alternative formats upon request.
Contact Disability Services:
Website: https://www.weber.edu/disabilityservices Phone: 801-626-6413 (Ogden), 801-395-3442 (Davis) Email us at [email protected] or [email protected]
Writing Center
You will have 2 papers in this class, plus 4 online discussions. That means that 30% of your grade is based on written work. The writing center can be a tremendous resource to aid in your success. Please make use of the writing center on campus. You can submit papers to be reviewed, or make an appointment to go over a paper with a tutor. They have drop-in hours and also appointments.
Contact the Writing Center:
Website: https://www.weber.edu/WritingCenter Phone: 801-626-6463
Location: Elizabeth Hall, room 210 (Ogden campus) Counseling services
Please remember to take care of your mental health. The Counseling and Psychological Services Center can assist students with a range of topics and challenges, including (but not limited to): Depression, Anxiety, coming out, Transgender issues, Eating Disorders, grief and loss,
relationships, self-esteem, and suicide ideation. They are offering a number of virtual options as well!
IX. Tentative Course Schedule (This schedule is subject to change)
Week Date Topic Reading & Assignments due
1 Aug. 24 Syllabus and explaining how the course will work
Aug. 26 Module 1: Intro to Diversity Chapter 1
2 Aug. 31 Module 2: Stereotypes Chapters 2 (pp 27 – 43 only) Sept. 2 Module 2: Stereotypes Chapter 3 (pp 45 – 55 only)
Online discussion #1 (initial post due Sept. 2, replies due Sept. 9) 3 Sept. 7 Labor Day – No class
Sept. 9 Module 3: Prejudice & Discrimination Chapter on Canvas: Microaggressions in everyday life
4 Sept. 14 Prejudice & Discrimination Article on Canvas: Avoiding stigma by association: Subtle prejudice against Lesbians in the form of social distancing
Canvas quiz #1 (due Sunday night)
Sept. 16 Review for Exam 1 5 Sept. 21 No class: Exam 1
Open from Sept. 18 (Friday) – Sept. 21 (Mon)
Sept. 23 Module 4: Power & Privilege Unpacking the invisible knapsack
6 Sept. 28 Module 5: Racial and Ethnic Diversity Chapter 5 (pp 93 – 105) Sept. 30 Racial and Ethnic Diversity Chapter 5 (pp 106 – 112) 7 Oct. 5 Racial and Ethnic Diversity Paper #1 due (IAT)
Oct. 7 Module 6: Gender diversity Watch Growing up Trans
Online Discussion #3 (initial post due Oct. 7, replies due Oct. 10)
8 Oct. 12 Gender Diversity Articles on Canvas:
1. Ambivalent sexism article (Just read pp 1 – 4)
2. “I just Don’t Think She Has a Presidential Look”: Sexism and Vote Choice in the 2016 Election (Knuckey, 2018)
Canvas Quiz #2 (due Sunday night) Oct. 14 Gender Diversity
9 Oct. 19 Module 7: Sexual Diversity Article on Canvas:
Bisexual-specific minority stressors: Psychological Distress and Suicidality in Bisexual individuals: The mediating role of loneliness (Mereish, et al., 2017)
Canvas Quiz #3 (due Sunday night) Oct. 21 Sexual Diversity
10 Oct. 26 Sexual Diversity Article on Canvas: Prejudice, Social Stress, and Mental Health in Lesbian, Gay, and Bisexual Populations (Meyer, 2003)
(Specified sections only! See study guide!) Canvas Quiz #4 (due Sunday night)
Oct. 28 Review for Exam 2 11 Nov. 2 No class: Exam 2
October 30 (Friday) – Nov. 2 (Monday)
Nov. 4 Module 8: Weight prejudice Chapter 8 (pp 163 – 175 only)
12 Nov. 9 Weight prejudice Read Washington post article: Weight discrimination is rampant. Yet in most places, it’s still legal.
Nov. 11 Module 9: Ageism Chapter 9
13 Nov. 16 Ageism Article: Age stereotypes held early in life predict cardiovascular events later
Canvas quiz #5 (due Sunday night) Nov. 18 Module 10: Neurodiversity Paper #2 due
14 Nov. 23 Module 11: Religious Diversity Article on Canvas: Subtle and Overt forms of Islamophobia: Microaggressions toward Muslim Americans (Nadal et al., 2012) Canvas Quiz #6 (due Sunday night)
Nov. 25 No class – Thanksgiving
15 Nov. 30 Module 12: Solutions & Responding to Social
Inequality Chapter 12 Online discussion #4 (initial post due Sept. Nov. 30, replies due Dec. 2) Dec. 2 Review for Final Exam
Finals Dec. 7 –
