CROSS-CULTURAL PSYCHOLOGY FLOR PSYC 3320

Transcription

1 CROSS-CULTURAL PSYCHOLOGY FLOR PSYC 3320 Course Description This course will introduce and explore the field of cross-cultural psychology through a focus on a specific country and its inhabitants: Italy. Aspects of cross-cultural analysis from the field of cross-cultural psychology (as well as interdisciplinary elements from sociology, anthropology, biology and ecology) will be discussed, including: cultural influence on human behavior, attitudes, values, communication and societal organization. Special topics of ethnocentrism, individual vs. collective societies, plural societies, cultural views on mental health, and intercultural communication are highlighted. Methodological issues of cross-cultural research will be reviewed, and students will have the opportunity to conduct a crosscultural interview and be participant-observers of their own experience here in Italy. The city of Florence and its inhabitants become the classroom through various excursions and field work. Participants are encouraged to reflect on their own cultural origins in regards to behaviors, communication, attitudes and values, as well as their acculturation experiences while studying in Italy. Course Aims/Objectives/Learning Outcomes On completion of this course, students should be able: 1. To understand and embrace the participant-observer approach in ethnographic research in regards to the study of another country and its inhabitants; in this case, Italy and the Italians. 2. To recognize the cultural influence on human behavior, communication, attitudes and values in both Italy and the United States. 3. To define ethnocentrism, to understand its roots, and to be able to identify examples on both an individual and societal level. 4. To explain the difference between the values of individualism and collectivism, to be able to discuss identifying features, limits and advantages to both values as well as to recognize Italian and American psychological tendencies towards one or the other of these values as points on a continuum, rather than as mutually exclusive concepts. 5. To understand psychological models of cultural influence on socialization and to compare/contrast parental ethnotheories in Italy and the United States. 6. To recognize various types of societies regarding their approach of inclusion of people of various nationalities/ethnic groups and understand the advantages/disadvantages of each. To understand various mental health issues which can occur in the process of acculturation. Requirements and Prerequisites No special prerequisites are needed. The final exam will be based on the material presented in class. Individual study of readings (indicated in the Syllabus) is required on a weekly basis. will be discussed at the beginning of each class. Journal entries are also assigned weekly (see class schedule for entry topics). A mid-term academic research paper is compulsory. Students are requested to respect the deadlines indicated in the Syllabus. Students are recommended to take notes on the material presented in class; part of the information provided by the professor is complementary to that in the readings. Information deriving from movies, guest lectures, field work and other extra-material discussed in class is integral part of the course and should be appropriately assimilated by students. Cross-Cultural Psychology Page 1

2 Developmental Outcomes Students should demonstrate: responsibility & accountability, independence & interdependence, goal orientation, self-confidence, resilience, appreciation of differences. Class methodology The course will take a participant/observer approach to all aspects of the course. This approach will be introduced by the professor at the beginning of the course and students will be encouraged to view all course topics from this perspective. Students will be asked at the beginning of each lesson about their observations of the people/life in Italy and about their own experiences while studying/living in the country. Students will further apply this approach to their discussion of weekly readings in each class. Classes combine lectures given by the professor with interactive activities and field observations within the city of Florence. Students are encouraged to ask questions and express personal/critical opinions. MyEducation MyEducation and your classes. Through its MyEducation signature feature, CAPA offers you the unique opportunity to learn about the city through direct, guided experience. Participation in as many MyEducation activities as you can will provide you with the opportunity to actively explore the Global City you are currently living in. Furthermore, you will have the chance to collect useful information that will represent an invaluable source for the essays/papers/projects you will be required to write for your courses. Integration of MyEducation activities/events in your class s syllabi. In order to fully integrate this cultural exploration approach to the Global City into the formal component of your academic instruction, you are requested to report in a written fashion on at least one MyEducation activity for each class you will take. CAPA s general objectives for this co-curricular requirement are to have students develop their ability to engage in their surroundings critically and analytically, and to improve their ability to apply experiences outside of the classroom to the lessons learned within the classroom. Attendance with a follow-up summary report on one MyEducation activity will be considered part of the class participation (5% of the final overall course grade). If there is a class conflict with one of these activities you would like to attend, please inform your professor at least one week in advance to discuss participation in an alternative activity from the MyEducation calendar of events. Should the MyEducation activity/event you would like to participate in conflict with your class timetable, please contact the Director of Academic Programs to be formally excused from part of your class or its entirety to attend the MyEducation activity/event. Course-related and co-curricular MyEducation activities/events. In each syllabus of the CAPA courses you take, you will find a suggested list of MyEducation activities and events chosen by your faculty according to the academic relevancy and consistency to the subject taught. Those presented as course-related are directly linked to the class, to the extent that they may become crucial for projects/papers/essays you will have to submit for the course they are related to. Those called co-curricular, on the other hand, represent a general cultural enrichment that will certainly be a meaningful tool to help you discover some aspects of the Global City, but that will not provide you with specific information and experiences relatable to the course in whose syllabus you will find them listed. Course-related MyEducation activities/events. You should participate in as many as possible of the following course-related MyEducation activities (especially those listed as IMPORTANT). Even if participation is not mandatory in any of the MyEducation events hereby listed, remember that you will have to produce at least one MyEducation Report for each of the courses you are taking at CAPA and that these written reflections will be considered as assessed pieces of work to which each faculty will award a fixed percentage of the final overall grade (5%). Note that Cross-Cultural Psychology Page 2

3 the acronyms appearing next to the title of the events refer to the previously listed MyEducation core themes and sub-themes: IMPORTANT! September 18: ME Informative Session: All Eyes on You: Being an American woman in Florence! September 25: ME : The Ugly Face of Beauty: Women and Media in Italian Society! October 9: ME : Mafia Beyond the Stereotypes! November 19: Re-entry cultural shock reflective session Co-curricular MyEducation activities/events. Students are strongly encouraged to participate in co-curricular MyEducation activities, among which the following are warmly suggested: Recurring Events! Every last Sunday of the Month: Ciompi Market! Every Wednesday: Cultural at the British Institute (please get instructor approval for the lecture you would like to attend if it is for extra credit; must have course topic relevance for credit)! Every Thursday: Food Bank at St. James Church! Every Thursday: Cooking Class One-Time Only Events:! September 17: Food Culture: Facciamo la Spesa: Walk to San Lorenzo Market! October 13: Volunteer Against Multiple Sclerosis! October 24: Fiorenza International Soccer School Cup Attending another MyEducation activity/event. Attending another MyEducation activity/event with follow-up summary report can be considered extra credit. Reflecting on MyEducation activities/events. Of all the course-related and co-curricular MyEducation activities and events listed in this syllabus, you have to reflect in a written fashion on ONE of them. It would be preferable to focus on a course-related activity/event, although you are free to choose the activity you like the most or you have been impressed with the most in term of cultural engagement with the local reality of the Global City and of educational tool to explore specific aspects of it. For your MyEducation Reports you can choose out of the following different ways of written reflections: Short essay: [ in English (maximum 1000 words) for the contextual courses [ in Italian for the Advanced Level language classes students (this will become one of the compositions required) [ for Internship Track students taking the internship in the local language of the Global City Report in English Interview in English with the participants or organisers of the event (the interview may not have actually taken place, but should be based on actual conversations) Fiction: a short story related to the event. [ For the Creative Writing classes students should make arrangements with faculty to be allowed to write either prose or poetry Cross-Cultural Psychology Page 3

4 [ For the Literature classes a short story would be the best way to report Video shooting only for Cinema and Theatre classes Film/Play Review (if the event was a film or a theatre play) Drawing/Painting/Sketch/Small Sculpture (only for Fine Arts courses) Short account/report in the language classes (only for levels from absolute beginners to post intermediate) Mini photo reportage with comments in English to pictures related to the event Journal entry only for specific courses requiring these kinds of coursework Further forms of written reflections on the MyEducation activities and events should be proposed and discussed with me and eventually approved by the Director of Academic Programs. Submission of the MyEducation Reports. Your MyEducation Report must be submitted by Friday 23 rd November the latest. In order to meet the deadline, you should first your faculty an electronic copy of your MyEducation Reports by the due date, and then hand in a printed version of it, so that faculty will be able to assess and grade it. Grading and assessment of the MyEducation Reports. In order to pedagogically integrate MyEducation events and activities in the curriculum, in each of the courses offered at CAPA world centers there should be tangible traces of how students reflected on the activities they participated in showing the existence of productive relations between the contents of the formal learning (teaching in class) and informal cultural enrichment (MyEducation events). These traces are the MyEducation Reports for which each faculty will award students a percentage of the final overall grade. In this course your MyEducation Report will count for a 5% of the final overall grade. Duplicate submission of the MyEducation Reports. Note that you can reuse twice the same MyEducation event you took part in (one you found particularly enriching or amusing and intellectually rewarding) to write your MyEducation Report on provided that you will choose a different way to reflect on the same MyEducation event. As an example, if you choose to write about a cinema night at the Film Festival Giovane at Palazzo Giovane for two different courses, you are not entitled to submit the same kind of paper written and you have to produce a different one. Therefore, if for this course you will be submitting a film review about one of the movies screened at the Film Festival Giovane, for the Understanding Modern Italy course you will not be entitled to submit the same film review, but you will have to report about the film contents by writing, for example, a short essay or a journal entry. Students attempting to submit the same MyEducation Report to two different courses without changing the way of writing chosen will be not be given the 5% awarded for the MyEducation Reports. Attendance, Participation & Student Responsibilities To the Student: Please note that the regulations below are very strict for a specific reason, namely to respond to the expectations of your own colleges and universities. Therefore, please observe these rules; they are not complicated and simply require your attention to detail. Class attendance and participation CAPA has a mandatory attendance policy. Students are also expected to participate actively and critically in class discussions, and the participation portion of the class Cross-Cultural Psychology Page 4

5 will be graded accordingly. Students must read assignments BEFORE the class, and come in on time. If you need to miss class for medical reasons or for a family emergency, you must send an to let the Director of Academic Programs (DAP) know at least one hour in advance of your class or meeting at the following [email protected]. Note that calling the CAPA Center (Tel ) is accepted only if you do not have access to internet. An is still required as quickly as you can get access to internet again. You will need to provide evidence of the reason for your absence. If you miss any meetings without an excused absence by , your final grade will be dropped accordingly. And when you must miss a class or field trip, you are responsible to talk to your instructor and make up any missed assignments. Participation is a vital part of your grade: students are expected to participate orally in seminars, and in online forums and discussions, in a critical and evaluative manner; to approach professor and fellow students with respect and tolerance; and to actively engage in debate, while avoiding derogatory or inflammatory comments on the cultures or attitudes of others in the class. CAPA Program and Instructor Policies The faculty expects from your, the student, a high level of responsibility and academic honesty. Because the value of an academic course depends upon the absolute integrity of the work done by the student, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work and class behaviour. A high standard of individual honor means that you, the student, must attend all classes and never be late (unless with a valid reason). You must be respectful of the professor and of other students by not talking/whispering in class when others are talking or presenting. Persistent lateness or lack of attention in class, ie reading materials other than the work set, may result in a low or zero grade for participation, and possible referral to the Chief Academic Officer (CAO). No electronic equipment will be used in class, including laptops, phones, ipods, pads, cell phones, etc, unless you have express permission from the professor or you have been instructed to do so. If for any reason a student is obliged to work with electronic equipment, then permission must be obtained from CAPA's Academic Director prior to the class. Certain behaviours disrupt class, such as a student arriving late, a phone ringing, a student leaving in the middle of class. rs have the authority to decide policies for their classroom regarding these and similar behaviours that may disrupt the learning environment. All members of the class are expected to respect the learning environment and the lecturer s efforts to maintain it. Academic Integrity Plagiarism and Cheating Plagiarism and cheating will be dealt with very seriously, and will be referred to the Chief Academic Officer. Any work submitted by a student in this course for academic credit must be the student's own original work. If you present, as your own ideas, any material copied or extensively drawn from the work of others, then you are plagiarizing unless you give full citations for your sources. Plagiarism is unacceptable. If it is found, then this will immediately lead to an "F" (Fail) grade for that particular assignment. Cross-Cultural Psychology Page 5

6 Of course, you may make full use of ideas, arguments and information obtained from books, journals, websited, etc. but you must make clear in a footnote whose work you are drawing from. This includes cases of "paraphrasing" where the idea or the thought of another writer is "borrowed". (Please note that a citation for paraphrasing is academically acceptable. It could say, for example: "This idea is borrowed from: Author's name, Title, Publisher/Website, (date you accessed the website), year of publication, page number.") In addition, copying our own assignment entirely or partially to submit to a second or third professor in another class is considered cheating by duplication. This is unacceptable. The same is when you copy your own work, that was written for another assignment or in another context (news-journal, website, blog, etc.), without citation. This is akin to plagiarism. While this does not implicate the writing of others as you are copying your own work, it is misrepresentation in academic terms because the work handed in to the instructor in this class was not originally written for this specific class, but for another publication or platform. Students risk receiving an "F" (Fail) grade for all the assignments done in classes for which they have duplicated their own work. An exception can be given if the student has obtained the professor's agreement in advance and has correctly provided a reference (citation in text or as footnote or endnote) to his/her other assignment or earlier work. Students, like any author, are allowed to cite their own earlier work. In cases of blatant and intentional misrepresentation, a student will receive a failing grade for the course and may face disciplinary action before the Chief Academic Officer, which, in extreme cases may result in dismissal from the Program. Helpful Resources and Tips on how to avoid Plagiarism 1. You quote it, you note it! An interactive tutorial guide on how to avoid plagiarism and how to cite sources: if you scroll down, you ll find links to all major styles and formats for citing and referencing. 2. How to cite and write a bibliography: Ask your instructor to tell you which citation format to use (the most common are APA, MLA and Chicago). The most important thing is to use one citation and referencing format consistently and accurately throughout your paper. Behaviour during Examinations During examinations, you must do your own work. Unless specifically instructed by the lecturer or instructor, talking during an exam is not permitted, nor may you compare papers, copy from others, or collaborate in any way. Any failure to abide by examination rules will result in failure of the exam, and may lead to failure of the course and disciplinary action. Assessment/Grading Policy Descriptor Alpha UK US GPA Excellent A A Cross-Cultural Psychology Page 6

7 Good B+ B B- Average C+ Below Average / Poor C C- D+ D Fail F <40 < Grading Mid-term Paper 30% Final Exam 40% Journal 15% Class participation 10% ME Report 5% Overall grade 100% Journal Entries, Mid-Term Paper, & Final Exam Journal Entries: The journal should be a regular and systematic means by which you will reflect upon the readings and discussions in this course, your learning, yourself and what you observe outside the classroom. Journal topics are provided in the weekly class schedule in the Syllabus. You should relate your observations, when appropriate, to relevant ideas and constructs in this course to the assigned topic. Journal entries should be ed to the instructor weekly before the next class time. Any entry received after the next class time period will be counted as a late entry, and receive one point off for every day late. Journal entries can be written in a more personal style, rather than formal paper (using I for example, to discuss your own opinions), however, entries should be proofed for spelling and grammar and should be written in a cohesive manner. Entries are to be from one to two pages long, double-spaced. Journal entries will be graded for content, application of concept from personal experience to course topics, and style (i.e. grammar and spelling!). Each journal entry is worth a total of 10 points, for a total of 90 points (nine assignments), which will count for 15% of your final grade in the class. The mid-term paper, due October 25th, consists of: F F F F Cross-cultural Interview. You may choose to interview an Italian or other foreign resident in Italy (not American!). Encourage the person to talk about any of the following topics: values they learned growing up, their views on stereotypes of Americans and Italians, their opinion on gender issues, or other topics covered in the course. A seven-page paper discussing the results of this interview will be due the week of midterms before class on October 25th. The paper will count for 30% of your grade. As opposed to the more casual style allowed for the journal entry, the mid-term paper should be written in a formal, academic style. Paper should be in APA style, and contain at least five (5) references to relevant literature (course materials may be used). Three (3) references must be from peer-reviewed academic journals (e.g., Journal of Cross Cultural Psychology, Journal of Personality and Social Psychology). An example paper will be provided to you in the third week of the semester, along with a brief explanation of ethnographic interviewing techniques. If you encounter a problem Cross-Cultural Psychology Page 7

8 F finding a person to interview due to a language barrier, please contact the professor for assistance in finding someone to interview. For help with APA Style, Purdue University offers an excellent website on the basics of APA style-formatting needed for this paper: For additional sites on style format, you can also search under APA style. The final exam, which includes material from in-class lectures and readings, consists of two parts: F A) short questions with open answers F B) short essay writing on important topics covered in the course F It will count for 40% of your grade. Dress Code Because we will be venturing outside for observations, dress appropriately for weather conditions since class will be held outside no matter what the climate is. Do not bring backpacks on lessons outside of classroom, but make sure to bring your notebook and pen to take notes. Textbook(s) A course reader, which costs approximately 15.00, has been created for this course. It is a mandatory resource and MUST be purchased at CENTRO AZ Via degli Alfani 20/r Tel Suggestions for extra Reading Barzini, Luigi. (1996). The Italians. New York, NY: Touchstone. Cornelison, Ann.(1990) Where it all began: Italy New York, NY: Penguin. Severgnini, Beppe (2006) La Bella Figura: A Field Guide to the Italian Mind. New York, N.Y: Broadway Books. Library and research facilities Students are encouraged to use only scholarly sources for their research papers. In Florence there are two Libraries where students can do academic research: one in the Florence CAPA premises, and one at the British Institute. The Florence CAPA Library is being currently developed and implemented with books specific to all the courses, and for this reason it is a good starting point for all research. It is open according to the CAPA Centre opening times (that is Mon/Thu and Fridays ); books can be consulted only in the CAPA premises. The British Institute Library, on the other hand, has the largest collection of English-language books in Italy, and thus constitutes an invaluable resource for the in-depth analysis of specific topics that students are generally required to perform for their essays. Moreover, CAPA students have the unique opportunity of getting a British Institute card for free, making research even easier. The British Institute Library has got a very easy-to-access on line catalogue at the following URL: Evaluation Forms Process Mid term and End of term evaluation forms will be submitted electronically: before the final written exam students will be accompanied in groups by a CAPA staff member to the computer room and there they will submit their evaluation forms online. Cross-Cultural Psychology Page 8

9 by week breakdown of academic calendar: September 13th In-class activity Reading(s) Topic: Introduction to Cross Cultural Psychology: An Interdisciplinary Social Science: The study of cultures from a psychological, sociological, anthropological, ecological and biological perspective; the participant-observer approach WEEK 1 Course presentation; distribution of the syllabus; course requirements and course expectations; methodology. and in-class activity and applications. (2nd Ed.). Introduction to cross-cultural psychology (chpt.1, pp.1-15). Cambridge, UK: Cambridge University Press. Mays, V.M., Rubin, J., Sabourin, M., & Walker, L. (1996). Moving toward a global psychology: Changing theories and practice to meet the needs of a changing world. American Psychologist,51, Journal entry 1 due for next week: Who am I, culturally speaking? 2 September 20th Out of Class Activity Introduction to Italy and the Italians through an examination of its façade: class discussion of stereotypes and apparent values of Italians Discussion of readings, lecture and out of class activity Visit to Italian supermarket for observational field work Dickie, J. (1996). Imagined Italies. In D. Forgacs & R. Lumley (Eds.) Italian cultural studies (pp.19-33). Oxford: Oxford University Press. Gundle, S.(2000). Il bel paese: art, beauty and the cult of appearance. In G. Bedani & B. Haddock (Eds.) The politics of national identity (pp ). Cardiff: University of Wales Press. First observations of Italians and Italy 3 September 27th Cultural Transmission and Development: "Growing Up Italian" vs. "Growing Up American": focus on the concepts of enculturation, parental ethnotheories and moral development from a cross-cultural perspective. Discussion of readings, lecture; guidelines for mid-term paper and example paper will be presented. Students should find person to interview for paper by next class. Cross-Cultural Psychology Page 9

10 Reading and applications. (2nd Ed.). Cultural transmission and individual development (chpt.2, pp.19-51). Cambridge, UK: Cambridge University Press. What values, parental ethnotheories and other socialization aspects were transmitted to me in my upbringing? 4 October 4th Out-of-Class Activity Social Behavior in Cultural Context: Socialization, development of gender roles and of values within the cultural context, and specifically the values of individualism and collectivism Discussion of readings, lecture, out-of-class activity Go to Piazza della Repubblica for observational field work and presentation of various historical aspects of this piazza and their cultural impact and applications. (2nd Ed.). Social behavior (chpt.3, pp.52-85). Cambridge, UK: Cambridge University Press. Kohls, L.R. (1984). The values Americans live by. Meridian House International. Observation of Italian youth s social behavior compared with US students in Italy 5 October 11th Gender Roles: The "Latin Lover" and the "Italian Mamma" and other gender stereotypes of Italians. Further discussion of gender roles and sexual behavior. Class discussion, lecture BBC News (2006). Italian women shun mamma role. Retrieved from: Passerini, L. (1996). Gender relations. In D. Forgacs & R. Lumley (Eds.) Italian cultural studies (pp ). Oxford: Oxford University Press. 6 October 11th Out-of-Class Activity : 4 p.m.-7 p.m. Field Observation, focusing on gender behavior and, in particular, the phenomena of the "passeggiata." Your impressions of Italian men and women: do the stereotypes have validity? Cross-Cultural Psychology Page 10

11 7 October 18th Reading Universality and Relativity of Personality Across Cultures: discussion of traits, temperament, psychological testing across cultures. Includes examples from majority world for comparison/contrast. Discussion of readings, lecture, in-class activity (US version of Keirsey Temperament Sorter). Explanation of the Keirsey Temperament Sorter. We will be taking both the Italian (translated in English verbatim) and American version of this psychological instrument to illustrate problems in psychological testing cross-culturally. and applications. (2nd Ed.). Personality (chpt.4, pp.86-97). Cambridge, UK: Cambridge University Press. None -- Focus on Finishing Your Mid-Term Papers by 8 8 October 25th Film Activity Io Ballo Da Sola (Stealing Beauty) Introduction to film and director, Bernardo Bertolucci. Viewing of film None None Fall Break: October 29-November 4 9 November 8th Language: Verbal and Non-Verbal: structure, meaning, and use of Italian and English language among native speakers. Importance and significance of non-verbal gestures in Italian. Discussion of readings, lecture, and in-class activity of Italian Version of Keirsey Temperament Sorter. and applications. (2nd Ed.). Language (chpt.6, pp ). Cambridge, UK: Cambridge University Press. De Mauro, T. (1996). Linguistic variety and linguistic minorities. In D. Forgacs & R. Lumley (Eds.) Italian cultural studies (pp ). Oxford: Oxford University Press. Your observations of Italian verbal and non-verbal communication compared/contrasted with American communication Cross-Cultural Psychology Page 11

12 10 November 15th Out-of-class activity Intercultural Communication: Negotiation and potential misunderstandings in intercultural communication. Discussion of readings, lecture, out-of-class activity. Results of Keirsey experiment will be examined. Communication in action; observations of communication on the streets of Florence. Barna, L.M. (1998). Stumbling blocks in intercultural communication. In M.J. Bennett (Ed) Basic concepts of intercultural communication (pp ). Yarmouth, Maine: Intercultural Press, Inc. My own communication foibles and successes in Italian. 11 November 22nd Mental Health Across Cultures: Examination of link between mental health and culture with examples from the majority world. Overview of the DSM-IV-TR and cultural interpretations of diagnosis. Professor will present own experiences as an American mental health counselor treating Italian and other foreign clients in private practice. Special consideration to contrasting view and treatment of Attention Deficit Disorder in Italy and the United States as an example of differing cultural views on pathology and treatment. Class discussion of readings, lecture. and applications. (2nd Ed.). Health behavior (chpt.16, pp ). Cambridge, UK: Cambridge University Press. What is mental health? What is mental illness? 12 November 29th Acculturation and Intercultural Relations: A sociological examination of various types of plural societies. Examination of various acculturation strategies and the psychological effects Class discussion of readings, lecture and applications. (2nd Ed.). Acculturation and intercultural relations (chpt.13, pp ). Cambridge, UK: Cambridge University Press. How have I acculturated in Italy (or not)? What new habits or practices will I incorporate into my lifestyle in the U.S.? 13 December 6th Cross-Cultural Psychology Page 12

13 Re-entry Challenges and Final Exam Review Discussion of re-entry challenges back to the U.S. and review for final exam None None 14 December 13th Activity Final Exam Final Exam Cross-Cultural Psychology Page 13