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GLOBAL PSYCHOLOGY: CROSS CULTURAL PERSPECTIVES ON RESEARCH &
THEORIES
COURSE SUBMISSION FOR QEP GLOBAL LEARNING REQUIREMENT
DEPARTMENT OF PSYCHOLOGY
COURSE DESCRIPTION
COURSE JUSTIFICATION
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"Globalization" refers to the movement of people and knowledge across borders. Two
perspectives shape our understandings of globalization in psychology. The first tells us
that we are all the same in our humanity, basic behaviors and beliefs—regardless of
ethnic group, age, experience or social or political history. The second tells us that we
are vastly different, based on our culture, experience, history, group membership and
identity. How do these perspectives this map onto global psychology research? And
how does this inform psychological research, clinical and service activities? This course
examines the sociocultural contexts that inform human behavior across cultures.
Students will examine the influence of culture and identity development on behavioral
and psychological outcomes through direct application to global social phenomena.
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American psychology has until recently dominated the face of psychology in numbers of
publications and numbers of psychologists. Although this visibility does provide an
established base with which to interact in the world arena, being the largest also carries
the risk of failing to recognize and listen to other perspectives. Worse, it carries the
danger of failing to realize that the composition of psychology around the world is
changing—the majority of psychologists are now outside the United States. To better
provide students with global, groundbreaking perspectives in psychology this course
has been developed. This will be achieved through the integration of research from
psychological scholars globally examining current issues (i.e. immigration, health
disparities, popular culture, social interactions).
Dr. Dionne P. Stephens
305- 919-5249
Via Course CE6 only
TBA
AC1 320 or by appointment
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Instructor:
Phone:
Email:
Office Hours:
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Themes in Global Psychology:
Cross Cultural Perspectives on Research & Theories
COURSE DESCRIPTION
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"Globalization" refers to the movement of people and knowledge across borders. Two
perspectives shape our understandings of globalization in psychology. The first tells us
that we are all the same in our humanity, basic behaviors and beliefs—regardless of
ethnic group, age, experience or social or political history. The second tells us that we
are vastly different, based on our culture, experience, history, group membership and
identity. How do these perspectives this map onto global psychology research? And
how does this inform psychological research, clinical and service activities? This course
examines the sociocultural contexts that inform human behavior across cultures.
Through an examination of specific influences of culture (i.e. race, ethnicity, religion,
sexual orientation) on psychological outcomes and behaviors, students will examine
topics of international diversity and commonality through direct application to global
social phenomena.
COURSE LEARNING OUTCOMES
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Upon completion of this course students should be able to:
• Identify the interrelatedness of local, global, international, and intercultural issues,
trends, and systems from psychological perspectives
• Illustrate an ability to engage in a multi-perspective psychological analysis of local,
global, international, and intercultural psychological and behavioral problems
• Provide evidence of engagement in local, global, international, and intercultural
problem solving using psychological theories and methodologies
REQUIRED COURSE READING
The Handbook of International Psychology (Hardcover)
by Danny Wedding
In addition, students will be reading research articles. These articles will be available to
download in CE6. Students are required to read these before the class they are assigned for.
CE6
All students are REQUIRED to regularly utilize CE6 for this course; a minimum of twice
a week is strongly suggested. To access CE6, you simply go to: http://CE6.fiu.edu
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GRADING
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Students can get their log on information on the CE6 log on page by clicking on the
Student Resources link. You can also access Student Planet 38, which provides
answers any questions and gives step-by-step instructions for using CE6.
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1. RESEARCH PAPER (20 points). This exercise is intended to assess your ability to
understand and apply course materials to “real life” experiences. Research Papers
require students to answer questions about a current global event that relates to the
chapter being studied that week. Please see the Research Papers Instructions
section of CE6 for specific expectations.
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2. EXAMS (50 points). Exams are intended to assess your understanding, retention,
and knowledge of material covered in lectures and in the textbook. There will be
three in class exams. Exams are not cumulative; they will only include material from
the preceding unit of the course. They will be comprised of multiple-choice
questions. Please see the Exam section of CE6 for specific information.
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3. ICLICKER RESPONSES (30 points). Students are required to read articles in the
What do you Think folders located in CE6 and respond to messages posted by the
instructor on the CE6 Discussion Board at the beginning of each week. Please see
the IClicker Instructions section of CE6 for specific information.
A = 90 and above
B- = 75- 79 points
C- = 60- 64 points
Grading Scale
B+ = 85 – 89 points
C+ = 70-74 points
D = 55- 59 points
B = 80- 84 points
C = 65- 69 points
F = 54 points and below
“The Fine Print”
Missed Exams
If you fail to take an exam with in the allotted time without having given me prior warning, you
will receive a zero. Only those who provide proper documentation of a medical illness or emergency
may take a make up exam. Please note- my make-up exams are essay format or pure recall (e.g.,
“Name 100 facts about. . .”) and, thus, are harder than my regular exams. If you know that you must be
absent on the day of an exam for an approved reason and let me know in advance, we can make
arrangements for you to take the regular exam (or an alternate version of it) at a mutually agreeable
time.
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Grade Appeals
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If you feel that you must appeal a grade, please make an appointment to meet with me within a week
of receiving the grade and provide documentation clearly demonstrating why your grade is in error.
Acceptable forms of documentation include proof of errors of calculation (e.g., I added your score up
incorrectly), evidence of contradiction between material in your readings and things I have included in
my notes, etc. In some cases, your grade will be subject to my best judgment (e.g., writing quality,
logical clarity and cogency, etc.). If you would like to make an appeal in one of these areas, I will refer
your work to one of my colleagues for a second opinion. Please make grade appeals only in the direst
of circumstances, not as a matter of general practice.
Cheating & Plagiarism
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In general, I encourage students to work and study collaboratively, sharing information and insights.
However, there are times when your work must be your own—for instance, on exams or modules. You
must give credit where credit is due at all times, whether this means citing the source of quoted or
paraphrased material or clearly identifying the contributions of various members of working group. If
you fail to adhere to the rules of academic honesty, I am obligated to report you to the appropriate
Florida International University authorities. If you have any doubts in your mind about what constitutes
cheating or plagiarism, see me. Adherence to the FIU policy on plagiarism and cheating is
expected at all times. If you have any questions in your mind about this, please contact your
department for further details.
Expectations for Written Assignments
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-APA-style (5th Edition): I don’t expect you to buy the Manual, but if you intend to be a Psychology major,
buying one now is a good idea because it will help you learn how to write like a scientist sooner.
-Neatness: Your papers should be 1 inch margins, and 11 times roman or arial font in Word format.
-No Spelling Errors: There are numerous tools out there to avoid spelling mistakes. Accuracy in spelling is
a sign of thoroughness and professionalism. I expect that you will take the time to make sure your words
are spelled correctly.
-Use of Good Writing Principles: Directness in style, parsimony, use of transitions, use of introductions
and conclusions, and having good structure are some basic principles to good writing. There are many
more, but if you achieve these, you are well on your way to being a good writer. Please proof read your
work before turning it in, and, better yet, have a friend proof read it for you so that another set of eyes
sees it before mine do!
-ON TIME: All assignments are due as assigned on this syllabus unless you are told otherwise by me. Of
course, if there is a legitimate reason that you cannot turn something in on time, you will not be penalized.
However, you should make contact with me in the event that you cannot turn something in on time and, to
avoid penalty, provide an official excuse. Papers that are not turned in the day and time they are due
will not be accepted. As for my part, I will commit to returning your exams and graded work back to you
in a timely fashion.
Anything on this syllabus is subject to change at
Dr. Stephens’s discretion.
UNIT ONE:
Introduction to Global Psychological
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WEEK 1: INTRODUCTION TO GLOBAL PSYCHOLOGY & DIVERSITY IN WESTERN
PERSPECTIVES
• Toward a global psychology (American Psychological Association Monitor)
• Handbook of Int’l Psych Chapter 1: International Psychology Overview
• Handbook of Int’l Psych Chapter 4: Psychology in the United States
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WEEK 2: DIVERSITY IN WESTERN PERSPECTIVES
• Handbook of Int’l Psych Chapter 20: Psychology in Germany
• Handbook of Int’l Psych Chapter 21: Psychology in Spain
• Handbook of Int’l Psych Chapter 22: Psychology in the United Kingdom
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WEEK 3: SOUTH AMERICA PERSPECTIVES IN PSYCHOLOGY
• Handbook of Int’l Psych Chapter 6: Psychology in Mexico
• Handbook of Int’l Psych Chapter 8: Psychology in Argentina
• Handbook of Int’l Psych Chapter 9: Psychology in Brazil
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WEEK 4: EAST & SOUTH ASIA PERSPECTIVES IN PSYCHOLOGY
• Handbook of Int’l Psych Chapter 11: Psychology in China
• Handbook of Int’l Psych Chapter 12: Psychology in Japan
• Handbook of Int’l Psych Chapter 14: Psychology in India
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WEEK 5: AFRICAN PERSPECTIVES IN PSYCHOLOGY
• Handbook of Int’l Psych Chapter 2: Psychology in Kenya
• Handbook of Int’l Psych Chapter 3: Psychology in Nigeria
• Handbook of Int’l Psych Chapter 4: Psychology in South Africa
WEEK 6: MIDDLE EASTERN PERSPECTIVES IN PSYCHOLOGY
• Handbook of Int’l Psych Chapter 23: Psychology in Egypt
• Handbook of Int’l Psych Chapter 24: Psychology in Iran
• Handbook of Int’l Psych Chapter 25: Psychology in Israel
UNIT TWO:
Current Societal Issues in Global Psychology
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WEEK 7: Media Psychology
Perceptions of Middle Eastern Conflict
• Representations of Islam and Muslims in Psychological (Social Sciences & Medicine)
• Perceptions of Americans and the Iraq Invasion: Implications for Understanding
National Character Stereotypes (Journal of Cross Cultural Psychology)
• Ingroup Bias, Intergroup Contact and the Attribution of Blame for Hindu/ Muslim
Riots (Psychology & Developing Societies)
• Portraying Islam and Muslims in MEDLINE (Social Science Medicine)
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WEEK 8: Industrial/ Organizational Psychology
Employment
• Attitudes and Social Support: Determinants of Job-Seeking Behavior and Well-Being
among the unemployed (Journal of Applied Social Psychology)
• Organizational Commitment and Career Development of Chinese Managers in Hong
Kong and Taiwan (International Journal of Career Management)
• The Influence of Employment Status on Depressive Symptomatology of U. S.-born
Mexican American Women (Journal of Rural Community Psychology)
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WEEK 9: Legal Psychology
Youth Delinquency
• Youth perceptions of the police in Trinidad & Tobago (Caribbean Journal of Psychology)
• U.S. and International Youth Subcultures, Groups, and Lifestyles: Societal and Police
Response (American Society of Criminology)
• Russia and Youth Crime: A Comparative Study of Attitudes and their Implications
(British Journal of Criminology)
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WEEK 10: Health Psychology
HIV/AIDS
• African women and AIDS: negotiating behavioral change (Social Science & Medicine)
• Relationship power, decision making, and sexual relations: an exploratory study
with couples of Mexican origin (Journal of Sex Research)
• Immigration and HIV/AIDS prevention in Germany (Eurosurveillance)
• Women and HIV/AIDS Concerns - a focus on Thailand, Philippines, India and Nepal
(United Nations Report)
UNIT THREE:
Current Interpersonal Issues in Global Psychology
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WEEK 11: Developmental Psychology
Child Relationship
• Comparative Analysis of the Relationship between Parenting Styles and Self-Concepts
of Black and White South African High School Students (School Psychology Int’l)
• Parent- Child Connectedness: Voices of African American and Latino parents and
teens (Anne E. Casey Foundation)
• Single motherhood and parent- child relations in Japan
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WEEK 12: Social Psychology
Beauty & Body Issues
• From the Psychology of Race to the Issue of Skin color (Int’l Journal of Psychology)
• Skin color, racial identity and life chances in Brazil (Latin American Perspectives)
• Skin bleaching products in Africa (Journal of Drugs in Dermatology)
• Matrimonial Advertisements in Punjab (Indian Journal of Social Work)
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WEEK 13: Psychology of Gender
Masculinity
• "Six Packs and Big Muscles, and Stuff like That". Primary School-Aged South
African Boys, Black and White, on Sport (British Journal of Sociology of Education)
• Australian Rugby League and Violence 1970 to 1995: a Case Study in the
Maintenance of Masculine Hegemony (Journal of Sociology)
• When Violence Overshadows the Spirit of Sporting Competition - Italian Football
Fans and Their Clubs (Journal of Community & Applied Social Psychology)
• Blood on the Ice: Status, Self-Esteem, and Ritual Injury Among Inuit Hockey
Players (Human Organization)
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WEEK 14: Health Psychology
Violence Against Women
• Issues in dating violence research: Review of the literature (Aggression & Violent Behavior)
• Fighting Families: Family Characteristics Associated with Domestic Violence in Five
Latin American Countries (Journal of Family Violence)
• Domestic Violence in Trinidad: Family & health problem (Journal of Caribbean Psychology)
• A Qualitative Study of Women's Aggression in Dating Relationships in Beijing (Journal of
Interpersonal Violence)