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JOHN CABOT UNIVERSITY

COURSE CODE: "PS 337"
COURSE NAME: "Stereotyping, Prejudice and Discrimination"
SEMESTER & YEAR: Spring 2022
SYLLABUS

INSTRUCTOR: Carmen Franzese
EMAIL: [email protected]
 HOURS: MW 6:00 PM 7:15 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisites: PS 101; Recommended: PS 334 or approval of instructor
OFFICE HOURS:
COURSE DESCRIPTION:
This course is designed to familiarize students with basic psychological theory and research on intergroup relations, prejudice, stereotyping, and discrimination, so that they can: (1) evaluate and analyze the scientific merit of this research, and (2) apply this research to real world. The goals of this course are to expose students to the core issues, phenomena, and concepts that researchers in this field are attempting to understand and to promote critical thinking about research in this area.
SUMMARY OF COURSE CONTENT:
Central topics will include (but will not be limited to) prejudice (including contemporary forms of prejudice), stereotyping, stigma and discrimination, racism, sexism, and how they can be reduced, by exploring research on techniques for improving intergroup relations. The class will devote considerable attention to the issue of diversity. Focusing on diversity will facilitate students’ understanding of prejudice and discrimination towards diverse groups, ultimately preparing them to better confront the challenges and opportunities of living in a diverse social reality.
LEARNING OUTCOMES:

Students will learn about current scientific theory and research in the psychology of prejudice, discrimination, stereotyping and diversity. They will develop the skills necessary to evaluate and critically think about research in psychology and will be encouraged to think about how the psychological research can help us understand and explain current forms of prejudice and reduce discrimination.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
The Psychology of Diversity: Beyond Prejudice and RacismJames M. Jones, John F. Dovidio, and Deborah L. VietzeWiley-Blackwell 978-1405162142     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
TestsThe test category includes two non-cumulative midterms, each covering approximately 1/2 of the course material, and a cumulative final. Tests will be a combination of multiple choice and open ended questions. The lowest of the three exam scores will be dropped. Students need to take AT LEAST 2 out of 3 exams to pass the class. Your grade for the category will be based on these 2 tests. NO MAKE UP will be allowed for any reasons.60%
Paper PresentationsStudents will be required to present two articles to the class, one article to be chosen among the additional readings, and one article chosen according to students’ interests. In the presentations students will summarize the article main points as well as evaluate the article’s strengths and weaknesses and its contribution to our understanding of the topic. This assignment can be carried out individually or in pairs.20%
Group ProjectFor the group project, student will design an intervention aimed at reducing prejudice and discrimination against a target group of their choice by promoting Understanding, Awareness, Empathy, and Acceptance. Students are encouraged to find creative ways to develop their project.20%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:

Attendance is not mandatory, but it is strongly encouraged. Moreover, some material - such as videos, in-depth description of studies, and examples – will only be presented in class. Please do not arrive late and/or plan to leave early. It will be disruptive to everyone. In addition, you’ll be missing important information.

 

In-class participation: Coming to class is important, but participating in class matters even more. Everyone’s active participation is an essential component of the class. I expect every student to contribute to the class discussions. Please note that in-class participation is also expected during the final class meetings, during which students will give their presentations. I expect that students not presenting will actively participate by asking the presenter thoughtful questions in order to generate conversation. The purpose of emphasizing in-class participation is to encourage everyone to exchange thoughts and ideas. 

Given the sensitive nature of some of the topics in this course, it is important to establish a sense of comfort in the classroom. To facilitate this, we need to develop a sense of mutual trust by respecting the views of others. As students often share personal information, we expect that confidentiality will be maintained. 

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

Session

Session Focus

Assignment

WEEK 1

 

Introduction to the class, syllabus overview, and other admin.

 

The psychology of Prejudice, Discrimination and Stereotypes

Material will be provided

WEEK 2

Defining Diversity

Chapter 1

WEEK 3

Central Concepts in Diversity Science

Chapter 2

WEEK 4

PAPER PRESENTATION 1

WEEK 5

Prejudice and Personality

Social Cognition and Categorization

Chapter 4

Chapter 5

WEEK 6

EXAM 1

 

 

 

Social Identity, Roles, and Relations: Motivational Influences

Chapters 1-2-4-5 and material provided in class. The exam will not cover the papers presented in class.

 

Chapter 6

WEEK 7

Brain Structure, Diversity and Intergroup Relations

Chapter 7

WEEK 8

Coping and adapting to stigma and difference

Chapter 8

WEEK 9

First project review

 

Cultural Diversity

 

 

Chapter 10

WEEK 11

Specific Cases of Prejudice and Discriminations (Assigned Readings will be discussed in class):

 

Contemporary Forms of Prejudice

 

Implicit and Explicit Prejudice and Interracial Interaction

Readings and other materials will be provided

WEEK 12

Islamophobia

 

Prejudice toward individuals with disabilities

Readings will be provided

WEEK 13

Gender stereotypes and discrimination

 

Prejudice Against the LGBTQ+ Community

 

Project and Exam Review

Readings will be provided

WEEK 14

EXAM 2

 

Group Project Presentations

 Exam 2 will cover chapters 6-7-8-10 and materials provided and discussed in class.

 

Additional Reading Assignments

 

Week 11

Topic: Contemporary forms of prejudice

Pearson, A. R., Dovidio, J. F., & Gaertner, S. L. (2009). The nature of contemporary prejudice: Insights from aversive racism. Social and Personality Psychology Compass, 3(3), 314–338. https://doi.org/10.1111/j.1751-9004.2009.00183.x

Topic: Interracial Interaction

Dovidio, J. F., Kawakami, K., & Gaertner, S. L. (2002). Implicit and explicit prejudice and interracial interaction. Journal of Personality and Social Psychology, 82(1), 62–68. https://doi.org/10.1037/0022-3514.82.1.62

 

 

Week 12

Topic: Islamophobia

Uenal F, Bergh R, Sidanius J, et al. The Nature of Islamophobia: A Test of a Tripartite View in Five Countries. Personality & Social Psychology Bulletin. 2021 Feb;47(2):275-292. DOI: 10.1177/0146167220922643.

Topic: Prejudice toward individuals with disabilities

Dovidio J. F., Pagotto L., Hebl M. R. 2011. Implicit attitudes and discrimination against people with physical disabilities. In Wiener R. L.Willborn S. L. (Eds.), Disability and aging discrimination: 157–183. New York, NY: Springer.

 

 

Week 13

Topic: Gender stereotypes and discrimination
Glick, P., & Fiske, S. T. (2001). Ambivalent sexism. In M. P. Zanna (Ed.), Advances in experimental social psychology, Vol. 33 (p. 115–188). Academic Press.

Topic: Prejudice Against the LGBTQ+ Community

Hebl, M. Bigazzi, J. Foster, L., Mannix M., Dovidio, J. F. (2002). Formal and Interpersonal Discrimination: A Field Study of Bias Toward Homosexual Applicants. Personality and Social Psychology Bulletin 28(6):815-825

DOI: 10.1177/0146167202289010