San José State University Department of Psychology

Psyc 191: Psychology of Prejudice, Section 06, CRN #30391, Spring 2020

Course and Contact Information

Instructor: Leslye M. Tinson, M.S., LMFT (she/her) Lecturer of Psychology and African American Studies

Office Location: DMH 232

Telephone: (408) 924-6415

Email: Leslye.Tinson@sjsu.edu

Office Hours: Mondays 4-5pm, DMH 232 (Dudley Moorhead Hall) Tuesdays 11:30am-12:30pm, WSQ 216F (Washington Square Hall) Or other times by appointment

Class Days/Time: Tuesdays, 6:00pm-8:45pm

Classroom: HGH 355 (Hugh Gillis Hall)

Prerequisites: 1. Passage of the Writing Skills Test (WST) or English/LLD 100A with a C or better (C- not accepted)

2. Completion of core GE 3. Upper division standing 4. Completion of, or co-registration in 100W 5. A minimum aggregate GPA of 2.0 in GE Areas R, S, & V shall be required

of all students. GE/SJSU Studies Category: Area S: Self, Society & Equality in the U.S.

Course Description

This course provides an examination of psychological theory and research related to prejudice and discrimination from the perspectives of both the holders and targets of prejudice. Individual and small group exercises will provide experiential learning. This course fulfills GE/SJSU Studies: Area S: Self, Society & Equality in the U.S. This course will provide an overview of prejudice, stereotyping, and discrimination, and seeks to examine the psychological processes underlying these constructs. We will explore the historical, structural and institutional elements of prejudice and discrimination in the U.S., the role it has played in developed of inequality among individuals and groups, including issues related to prejudiced attitudes based on race, ethnicity, culture, gender, sexual orientation, social class and other aspects of social difference.

Canvas and MySJSU Messaging

Course materials such as syllabus, handouts, notes, assignment instructions, etc. can be found on Canvas Learning Management System course login website at http://sjsu.instructure.com. You are responsible for

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regularly checking with the messaging system through MySJSU on Spartan App Portal http://one.sjsu.edu (or other communication system as indicated by the instructor) to learn of any updates.

Required Textbook and Materials

Our course textbook is: Jones, J. M., Dovidio, J. F., & Vietze, D. L. (2014). The psychology of diversity: Beyond prejudice and racism. Maldey, MA: Wiley Blackwell. ISBN: 978-1-4051-6214-2 (This book is available as an e-book through MLK Jr. Library – student login required) Testing Supplies: You will need 3 Scantron Form 882E.

Student Learning Outcomes

You will be able to: A. Describe how identities (racial, ethnic, religious, gender, class, sexual orientation, disability and/or age)

are shaped by cultural and societal influences within contexts of equality and inequality. This SLO will be met through Writing #1 and #3, and in-class activities for Chapters 2, 3, 4, 5, 6, 8, and 11.

B. Compare and contrast theories related to individual’s development of social identity, racial identity, social categorization, implicit bias, and intergroup relations.

This SLO will be met through in-class activities for Chapters 3, 5, 6, 7, 8, 9, 10 and 11, and Writing #2. C. Describe historical, social, political and economic processes producing diversity, equality and structure

inequalities within the U.S. This SLO will be met through in-class discussions and activities for Chapters 3, 4, 11 and 12.

D. Describe and appreciate constructive interactions between people from different cultural, racial and ethnic groups within the U.S.

This SLO will be met through in-class discussions and activities for Chapters 5, 7, 9 and 10. E. Describe the psychological impact of person in targeted groups and the damaging effects of being a

victim of prejudice. This SLO will be met through in-class discussions and activities for Chapter 8 and supplemental readings.

F. Recognize and discuss the impact of diversity on psychological research, theory and application, including but not limited to: age, race, ethnicity, culture, gender, socioeconomic status, disability and sexual orientation.

This SLO will be met through in-class discussions and activities for Chapter 2, 4, 5, 6, 7, 11, and 12. G. Demonstrate critical thinking skills and information competence as applied to social constructs of race

and privilege. This SLO will be met through in-class discussions and Writings #1, #2, #3 and #4.

H. Demonstrate an ability to articulate and discuss their individual values, understand the source of those values and engage in civil discourse.

This SLO will be met through active in-class participation throughout the semester and Writing #4.

GE – SJSU Studies Area S Learning Outcomes You will study the interrelationships of individuals, racial groups and cultural groups to understand and appreciate issues of diversity, equality and structured inequality in the U.S., its institutions and its cultures.

1. Describe how identities (racial, ethnic, religious, gender, class, sexual orientation, disability and/or age) are shaped by cultural and societal influences within contexts of equality and inequality.

2. Describe historical, social, political and economic processes producing diversity, equality and structure inequalities within the U.S.

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Supplemental Readings (optional) This book list includes supplemental readings that will enhance the student’s knowledge and are significantly related to our course topic. These readings may be of particular interests in more depth on the topics of racism, privilege and other social constructs that support prejudice and their impact on human behavior.

Alexander, M. (2012). The New Jim Crow: Mass incarceration in the age of colorblindness. New York, NY: The New Press. (This book is available as an e-book through MLK Jr. Library – student login required)

Allport, G. & Clark, K. (1979). The nature of prejudice. Perseus Books. Alvarez, A., Liang, C. & Neville, H. (2016). The cost of racism for people of color: Contextualizing experiences of

discrimination. Washington, DC: American Psychological Association. Banaji, M. R. & Greenwald, A. G. (2016). Blindspot. New York, NY: Bantam Books. Bonilla-Silva, E. (2013). Racism without racists: Color-blind racism and the persistence of racial inequality in

America. Lanham, MD: Rowman and Littlefield Publishers. DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Boston, MA:

Beacon Press. Steele, C. M. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York, NY: W. W.

Norton. Sue, D. W. (2010). Microaggressions in everyday life: Race, gender and sexual orientation. Hoboken, NJ: Wiley

and Sons. Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria?: And other conversations about

race. New York, NY: Basic Books.

Course Format

We will meet each week for 2 hours and 45 minutes, with a short break at some point during the class. In this course, some lecture-based material will be provided, however my teaching style often incorporates active participation from you. We will have lots of in-class discussions, small group, and interactive activities throughout the semester. PowerPoint slides, videos and other audio-visual aids will be used throughout the course to enhance the student learning experience.

I expect you to come to class having read the assigned readings prior to class, with a winning attitude and willingness to give their best efforts in class. It has been my experience that those who are prepared for class, and who attend class regularly perform best. The value of your presence in class and participation in the class really enriches the learning experience for everyone.

Sensitive Course Content

Given the sensitive nature of this course topic, you are likely to experience strong emotions. I expect that you will display compassion for one another, even when the viewpoints of classmates differ from the student’s own perspectives. Furthermore, I request that we hold class discussions in strict confidence and do not share confidential information about others’ experiences outside of the classroom. As we progress through this course, you may experience a variety of emotions (e.g. fear, worry, hurt, guilt, sadness, anger, frustration, pride, etc.) related to course content. I will do my best to address the emotions as they arise. It is important that we all make a commitment to keeping this an inclusive learning environment, so that we have the opportunity to learn from each other. In cases of strong disagreement among colleagues, I will intervene as facilitator and, if necessary, will ask that we “agree to disagree.”

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I

For our class, there are some assumptions that guide our course: 1. Racism exists and experiences of oppression are real. We are not here to debate the existence of

racism and oppression. 2. Colonization has occurred all over the world, and as a result, we are all affected one way or another by

this history. We will discuss this history in our class. 3. Hate speech is not free, and our viewpoints have the ability to affect people and potential to be

harmful. Statements that attempt to reinforce oppression will not be tolerated in this class. 4. Exploring information that is different from our own beliefs may feel uncomfortable, but we commit to

using those challenges and discomforts in order to learn and grow. 5. We acknowledge that culture impacts the ways we speak and our general verbal and nonverbal

communication styles. Tone policing is one form of deflecting from the conversation. We will allow our passion to be expressed and demonstrated in this class.

Success in this course includes: - Reading assigned textbook chapters before class - Attending class meetings regularly - Taking notes during class lectures - Actively participating in class discussions and activities - Reviewing your course notes and other materials outside of class - Checking Canvas regularly and submitting any assignments required there - Meeting with Professor Tinson for office hours if additional support is needed - Seeking tutoring and mental health support as needed - Completing all assignments timely and in a scholarly manner

Course Requirements and Assignments

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of 45 hours over the length of the course (normally three hours per unit per week) for instruction, preparation/studying, or course related activities, including but not limited to internships, labs, and clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

You will be evaluated based on quizzes, in-class activities and discussions, and submission of assignments (papers, short answer statements) via Canvas.

Quiz 1, 2, & 3 3 x 20 points each 60 points total Discussion forums 4 x 10 points each 40 points total In-class activities 10 x 5 points each 50 points total Writing Assignments 4 x 25 points each 100 points total TOTAL Points in the class: 250 points

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Quizzes (3) – 20 points each 60 points toward final grade Quizzes will be conducted to assess student’s knowledge of course related terms and theories. Quizzes may include multiple-choice and short answers questions. Bring a Scantron Form 882E for the quizzes.

Discussion forums (4) – 10 points each 40 points toward final grade You must participate thoughtfully and critically in discussion forums online during the course of the semester. These forums will be conducted via Canvas.

In-class activities (10) – 5 points each 50 points toward final grade You will engage in small group in-class activities to apply the course material and facilitate experiential learning designed to bring interpersonal and intrapersonal awareness of issues related to prejudice, discrimination and racial/ethnic identity. In-class activities cannot be made up. Therefore, if you are absent, you will receive 0 points on the assignment. All students are expected to contribute toward the final product. You will be rated individually based on their contributions to the group.

Writing Assignments (4) - 25 points each 100 points towards final grade You will receive a writing prompt and are expected to respond thoughtfully, showing mastery of course concepts, incorporation of psychological research as evidenced in the textbook and other supporting materials, and use of proper APA writing style and format. You will submit the writing assignments online via Canvas/Turnitin by the due date. Complete details and instructions about writing assignments are posted on Canvas.

Total grade is out of 250 points.

Final Examination

“Faculty members are required to have a culminating activity for their courses, which can include a final examination, a final research paper or project, a final creative work or performance, a final portfolio of work, or other appropriate assignment.”

The final exam is Quiz #3 for PSYC 191 is scheduled for Wednesday, May 15 at 5:15pm-7:30pm.

Grading

Grades are assigned based on the work completed and the quality of that work being assessed as college-level work. Students are not graded based on “effort”, the “time invested”, nor are “side deals” to bump your points allowed. As the instructor, I will grade all students work in the same manner, often using detailed grading rubrics. If at any point during the semester you would like to meet about your course progress, please let me know or stop by my office hours.

This is a POINTS-BASED course. The total grade for this class is 250 Points. The total number of points a student earns will be factored into the chart below to determine the final letter grade in the course. Letter grades and percentages listed on the Canvas website are unofficial grades. Letter grades will not be rounded up.

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Points earned on each assignment will be added together to develop a Total Course Score. The student will be assigned a letter grade based on the total points earned on all assignments in the course.

Students will be awarded a letter grade based on the minimum number of points listed below: A+ = 242 points (97%) A = 232 points (93%) A- = 225 points (90%) B+ = 217 points (87%) B = 207 points (83%) B- = 200 points (80%) C+ = 197 points (77%) C = 182 points (73%) C- = 175 points (70%) D+ = 167 points (67%) D = 157 points (63%) D- = 150 points (60%) FAIL = 149 or less points Credit: 182 points (70%) No Credit: 181 points or less

Determination of Final Grades in the course

• Add up the points in the required areas, up to the max points in that category (see Assignments section of the syllabus).

• Unless announced by the instructor to the entire class, there is no extra credit in this course. Students should plan to complete the required assignments in order to get the grade that they want in the course.

• Final points and letter grades are not rounded up. • Grades on Canvas are not considered official. Any student who has questions about their progress in

the course should contact the instructor directly. • Except in the case of an instructor clerical error, all grades submitted to the Registrar are final and

cannot be changed after the semester ends. • Grades of Incomplete are only approved in the rare circumstance of which a student, who is currently

passing the class, has completed over 80% of the coursework, and is unable to finish due to an unforeseen emergency.

Course Incomplete/ Withdrawal/ Grade Change

It is the student’s responsibility to ensure their course schedule is accurate and that they are enrolled in the correct course. Students must attend classes prior to the University’s last day to drop without W, or they may be dropped from the roster by the instructor. After the drop deadline, if a student wishes to drop the course, they must petition to the instructor for a withdrawal. Withdrawals will result in a “W” on the student’s transcript. Course withdrawals are typically only approved for serious reasons (i.e. medical emergency, etc.). The department does not typically approve withdrawals for students who simply stopped attending class or for poor academic performance.

I expect each student to monitor their own academic progress in the class using the course points system listed in the syllabus. Students who are having difficulty should consult with me during office hours for guidance (as soon as they notice they are having difficulty) or seek other academic assistance (tutoring, disability accommodations, counseling, etc.). Grade changes after the semester is over will only be allowed for instructor clerical error. Sometimes students are not performing well (having a "bad" semester) or have other emergencies that prohibit them from completing the course on time. If this happens, a student may wish to apply for an incomplete or withdraw from the course. (See University Catalog for more information).

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Classroom Behavior

1. Please be respectful of the instructor and the students around you, by avoiding side conversations and other behavior that can be considered disruptive.

2. Please turn cell phones off, including disabling of all alarms or other electronic noises during the class. No texting, social media or web surfing during class.

3. Be willing to provide a different opinion, and to listen to others varying viewpoints. (See Statement of Diversity and Inclusiveness below)

4. Laptops are to be used for e-book access only (at times permitted by instructor). No social media, web surfing, etc. is allowed. Students who violate this will be asked to discontinue the computer use during class. During discussions, no laptops are allowed unless approved by the instructor. The only exceptions are for disability accommodations.

5. If a behavioral disruption arises, the instructor will ask the student to leave class for the day, and will setup a meeting prior to the student being allowed to return to class.

6. Cheating and plagiarism will not be tolerated. College rules regarding discipline for academic integrity violations will be followed, including notifying the Psychology Department Chair and the Dean of Social Sciences. (See Academic Integrity below)

7. I expect students to take risks, try hard and do their best. Having a positive attitude will go a long way! Please see me or ask questions in class.

Office Hours and Email • I expect students to come to office hours as soon as they realize they are having difficulty. • I will do my best to reply to your emails within 48 hours (during the week). • Please use proper decorum when sending emails and let me know which class you are in:

Subject line: “PSYC 191 grading question” Dear Professor Tinson:

Student Absences & Late Work

Despite our best efforts, I understand that sometimes you may need to miss class. • In-class activities cannot be made up if absent. An excused absence may be accommodated by an

alternative assignment. • I will accept writing assignments up to 1 week late (excluding the final paper), with minimum of 5 late

points reduced. This means if it is due on 2/14, your late extension would be 2/21. After that time, NO late assignments will be accepted. To get the maximum opportunity for full points, students should submit on time.

• If the student has a documented serious illness or emergency (i.e. verified hospital note, police report), they will be allowed to makeup the quiz during the faculty office hour. All documentation will be verified for authenticity prior to the quiz being rescheduled. The student will receive a 0 if they do not take the quiz within 7 days of returning to campus.

• Life Happens: College can be a particularly stressful time in your adult life. If you are facing significant hardships, please let me know. I am interested in helping students succeed in spite of the various life hurdles we may face. Please reach out so that we can find an amicable solution, or connect you to the various campus resources available to help you succeed.

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Statement on Diversity and Inclusiveness

I understand and appreciate that we represent a rich variety of backgrounds and perspectives. Therefore, I am committed to providing an atmosphere for learning that respects diversity. While working together to build this community I ask all students to:

• share their unique experiences, values and beliefs • be open to the views of others • honor the uniqueness of other students • appreciate the opportunity that we have to learn from each other in this class • value each other’s opinions and communicate in a respectful manner • keep confidential discussions that the community has of a personal (or professional) nature • use this opportunity together to discuss ways in which we can create an inclusive environment in this

course, across campus and our society at large.

Academic Integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy S07-2 at http://www.sjsu.edu/senate/docs/S07-2.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Each student in this course is expected to conduct themselves with academic integrity. Any work submitted by a student in this course for academic credit will be the student's own work. You are encouraged to study together to discuss major concepts covered in lecture. However, this permissible cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, a diskette, or a hard copy, or in any other format. Should copying occur, both the student who copied work from another student and the student who gave material to be copied will both automatically receive 0 points for the assignment. Penalties can also be extended to include University disciplinary action.

During examinations, you must do your own work. Talking, discussion and use of notes and electronic devices is not permitted during the examinations; nor may you compare papers, copy from others, or collaborate in any way. Any collaborative behavior during the examinations will result in 0 points on the exam and college disciplinary action.

Enrollment Adds All students who attend must appear on the official class roster. Students will be allowed to add this course if space is available, per the instructor’s discretion based on the following criteria:

1. Graduating seniors with a Senior Verification Card 2. Exchange students and foreign students in their first semester 3. Students who need this class for their degree, or a prerequisite for classes for their degree 4. Other Seniors, Juniors, matriculated students 5. Open University Students

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Student Drops

I will drop students who do not attend the first 2 weeks of class. After this time, it is your responsibility to ensure that your course schedule is accurate and that you are enrolled in the correct sections. If you wish to drop the course, you are solely responsible for going online or to the Registrar office to drop the class from their academic record. A petition form will be required after the last day to DROP courses. Please note, will not initiate any course withdrawals, including for student’s lack of attendance or poor academic performance. All students on the official grading roster at the end of the semester will be assigned a letter grade based on the grading policy included in this syllabus. Students who “disappear” in the semester, will receive a WU (unauthorized withdrawal) which computes as an “F” for GPA.

Recording Unless preapproved as disability accommodation, audio/video recording of any kind in this class is prohibited.

University Policies

Per University Policy S16-9 (http://www.sjsu.edu/senate/docs/S16-9.pdf), relevant information to all courses, such as academic integrity, accommodations, dropping and adding, consent for recording of class, etc. is available on Office of Graduate and Undergraduate Programs’ Syllabus Information web page at http://www.sjsu.edu/gup/syllabusinfo/” Make sure to review these university policies and resources with students.

Health and Wellness Taking care of yourself is paramount to your health and wellness, and also impacts your educational success! Should you need mental health or physical health services, I strongly encourage you to seek the support available on campus through Counseling and Psychological Services.

Statement on Diversity and Inclusiveness I understand and appreciate that we represent a rich variety of backgrounds and perspectives. Therefore, I am committed to providing an atmosphere for learning that respects diversity. While working together to build this community I ask you to:

• share their unique experiences, values and beliefs • be open to hearing the views of others • honor the uniqueness of yourself and other students • appreciate the opportunity that we have to learn from each other in this class • value each other’s opinions and communicate in a respectful manner • keep confidential discussions that the community has of a personal (or professional) nature • use this opportunity together to discuss ways in which we can create an inclusive environment in this

course, across campus and our society at large.

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Important Student Dates and Deadlines for our class

First Day of Instruction Thursday, January 23 First Day of our Class PSYC 191: Tuesday, January 28 Last Date to Drop with no 'W' Tuesday, February 4 Last Date to Add (Late adds) Tuesday, February 11 Last Date to Request CR/NC Tuesday, February 11 Census Date Wednesday, February 19 Spring Recess Monday, March 30 – Sunday, April 5 Classes Resume Monday, April 6 Cesar Chavez Day Tuesday, March 31 (campus closed) Last Date to Drop with 'W' Thursday, April 23 (thereafter, requires documentation of emergencies) Last Day of our Class Tuesday, May 5 Last Day of Instruction Monday, May 11 Study Day Tuesday, May 12 Final Exams Wednesday, May 13 – Tuesday, May 19 Our final exam is scheduled for: Tuesday, May 19 (5:15-7:15pm) Commencement Exercises May 20 - 22 Grades due Friday, May 22 (early deadline) – Monday, June 1 (final deadline)

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PSYC 191 Course Schedule

This schedule is subject to change to accommodate guest presenters & student needs. Changes will be announced in class and posted on Canvas.

DATE Classroom Topics Readings Due before class Assignments Due

01/28/2020 Welcome to PSYC 191 • Syllabus Review, Enrollment • Getting to know you • Film: Psychology of prejudice

Read the course syllabus Submit 191 intro survey

02/06 Introductions • Discussion: Creating a safe classroom

environment • Activity: Insiders/Outsiders • Film: Race: The power of an illusion

Read Preface & Chapter 1

Submit Writing Assignment 1 to Canvas

Writing # 1 due – My diversity

02/11 Key Concepts of Prejudice • Defining stereotypes, prejudice,

discrimination • Research methods • White privilege and white fragility • Activity: What does it mean to be

white? To be an ethnic minority? • Video: White fragility with Robin

DiAngelo

READ: Chapter 2 READ: White privilege, male privilege (McIntosh, 1989) – on Canvas READ: Top ten differences between white terrorists and others (Cole, 2010)

02/18 Historical Perspectives on Race in the U.S. • What does it mean to be an American? • Civil Rights movement • Challenges of Diversity • Activity: Identity star

READ: Chapter 3 READ: American=White? (Devos & Banaji, 2005) – on Canvas

Submit to Discussion forum #1 (after class)

02/25 Personality and Individual Differences • Right-wing authoritarianism • Social dominance theory • Overt vs. Covert prejudice • Blatant vs. Subtle prejudice • Activity: Subtle prejudice

READ: Chapter 4 Discussion forum #1 deadline – Identity star

03/03 • QUIZ 1 Social Cognition and Categorization – “Us vs. Them” • Attribution theory • Film: The essential blue eyed • Discussion: Group membership • Activity: Cognitive Dissonance

READ: Chapter 5 Quiz 1 – bring Scantron to class

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DATE Classroom Topics Readings Due before class Assignments Due

03/10 Social Identity, Roles and Relations • Social identity theory • Identity development and formation • Activity: The Diversity Shuffle

READ: Chapter 6 Writing #2 due – My in-groups and out-groups

03/17 Implicit Bias • Is Bias in the Brain? • Implicit Association Test (IAT) • Activity: Social media

READ: Chapter 7

03/24 Stereotype Threat • Coping and Adapting to Stigma and

Difference • Stereotype threat • Activity: Nonverbal communication

READ: Chapter 8 READ: A threat in the air (Steele, 1997) – on Canvas Submit Writing Assignment #3 to Canvas

Writing #3 due – Implicit bias

SPRING RECESS – NO CLASSES 04/07 Intergroup Interactions

• Contact theory • Activity: Gender stereotypes

READ: Chapter 9

04/14 QUIZ 2 • Do the Right Thing • Cultural Diversity • Activity: Physical Appearance

READ: Chapter 10 Quiz 2 – bring scantron to class

04/21 Social Roles and Power • Who’s got the power? • Racial/gender/sexual orientation

microaggressions • Activity: Microaggressions

READ: Chapter 11

Submit discussion forum #4 to Canvas (after class)

Discussion forum #3 deadline – Do the Right Thing

04/28 Institutional Bias • Schools, our criminal justice system,

housing and banks

READ: Chapter 12 Discussion forum #4 due -Microaggressions

05/05 LGBTQ+ Rights and Activism • Film: One wedding and a revolution • Film: Screaming Queens • Activity: Gay Rights Movement

READ: Chapter 13 READ: Singh & Durso, 2017

05/19 FINAL EXAM PERIOD at 5:15pm • QUIZ 3 • What have we learned? • Course debrief

Submit Writing Assignment #4 to Canvas

Writing #4 due on Canvas – late deadline is 5/19 by 6pm

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