PSYC 391: Psychology of Prejudice, Hate, and Violence
PSYC 391: Psychology of Prejudice, Hate, and Violence
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Course Description
Course Description
As indicated in the 2020 – 2021 University Catalog, Psychology 391 is an “examination of the nature of prejudice and hate and their contribution to societal violence. How prejudice and hatred affect personal, family, and group behavior are considered in a context of understanding factors that contribute to their development. Strategies for reducing the prevalence of prejudice, hatred, and violence in our contemporary culture are evaluated.”
This is approved GE course and an approved US Diversity course that satisfies the requirements for the Upper Division Pathway: Ethics, Justice, and Policy
Course Modality
Course Modality
This course will be online asynchronous for the Fall 2021 term.
The primary way students will demonstrate their attendance is to exhibit active participation in weekly discussions on Blackboard.
In addition, attendance will be shown by their completion of activities and assignments, including active engagement by offering feedback to classmates on each component of a term project.
Course Design
Course Design
The course is designed around weekly modules. Each week’s module focuses on one or two chapters from one, or both, of the two textbooks. Each module begins with an overview to remind students of what they need to complete, due dates, and tabs to access each assignment. Links to additional readings and/or videos are also included.
I utilize a backward design to select one key issue for the students to learn in depth. For example, in Week 15, we cover the topic of genocide. In addition to learning the steps of genocide and examining some of the more well-known cases (e.g., Rwanda, Cambodia), students reflect on the genocide of Indigenous Peoples in the United States. The students are asked to watch a video that outlines historical and current events, and reflect on the connections to their week’s readings in a discussion.
Student Engagement & Feedback
Student Engagement & Feedback
The two textbooks I use have wonderful pedagogical features peppered throughout that allow students to think critically and reflectively about the course material. Every other week I assign a homework paper based on a selection of these features.
A lot of student-student engagement takes place in the weekly discussion boards, as well as students engaging with me! The example I have here in the screenshot, is my response to the prompt I gave that week, asking the students to think of a time when they witnessed, perpetrated, or were a target of stigmatization. Their replies were thoughtful and supportive. ☺
An icebreaker activity is a must for this course given the controversial and sensitive topics we discuss. I want all the students to know their voice is important, and to also learn that we all have more in common with each other than may be obvious. One activity that works well is to ask students to write “I am from…” on a piece of paper. On the back, they list all the things that come to mind. Then, returning to the front, they write the things they are comfortable to share with us. I do it too! We post a photo of our response in the discussion board, with a photo of ourself for those who are comfortable. Then we have fun commenting to at least five others.
Assessment of Student Learning
Assessment of Student Learning
Student Learning Outcomes
Differentiate among theories used as a framework to understand the prejudicial, hateful, and violent aspects of thought and behavior.
Demonstrate critical thinking: identify, describe, evaluate, and compare major scientific methods for gathering and analyzing scientific information and for explaining behavior.
Demonstrate an understanding that individual differences and socio-cultural contexts may influence all aspects of research.
Actively evaluate and reflect on one’s own experiences.
Incorporate scientific habits of thought into evaluation skills.
Demonstrate appreciation of individual, social, and cultural diversity.
Demonstrate understanding of how one’s identity influences beliefs, values, and interactions with others.
Demonstrate knowledge, literacy, and understanding of the course concepts through written communication.
One example of a class activity I use to stimulate a discussion is a part of the “It Starts With Me: Understanding Racial Micro-Aggressions” presentation on microaggressions.
Another activity I use as a springboard for class discussions is to have students complete at least two of the Implicit Bias Tests. Students discuss what they think about their results, why they chose those particular tests, what they learned from their results, and they evaluate the actual research methods used to collect data for Project Implicit.
Discussion Grading Rubric
Main Post - worth 20 points, based on how well your post meets the following criteria:
Adheres to the basic requirements from the syllabus. 6 points.
Encourages others to think about the issue. 3 points.
Understanding and original thinking/analysis of the issue being discussed. 3 points.
Relates to concepts in the text. 3 points.
Original wording, properly cited and referenced. 3 points.
Writing mechanics. 2 points
Reply Post – worth 10 points, based on how well your post meets the following criteria
Adheres to the basic requirements from the syllabus. 2 points.
Shows considerable understanding and shows original thinking/analysis. 2 points.
Goes beyond the original post. 2 points.
Original wording, properly cited and referenced. 2 points.
Writing mechanics. 2 points.
Technology & Tools
Technology & Tools
Blackboard remains my primary technological platform for online classes. With the weekly module setup, students can easily navigate their way through Kaltura lectures, PowerPoint slides, Youtube videos, and links to other relevant websites.
The Instructor Resources that accompany the textbooks I use in this course have excellent Instructor Resources. Perusing those before I search on my own often saves precious time while still allowing me to deliver high quality resources for students to engage in.
For example, the chapter related to terrorism has a link to a section of the FBI’s website that allows students to take what they are reading in their textbook “out” of the classroom to make it more relevant.
Similar to a blog in structure, Packback is a technological tool that students can use in just about any course modality. The goals behind this tool are to inspire students to be curious about a prompt (instructor created), learn to create top-notch ideas, and support their classmates’ attempts to do the same.
Elements of Equity, Diversity & Inclusion
Elements of Equity, Diversity & Inclusion
Equity, diversity and inclusion is fully embedded into PSYC 391. For me to ignore this and not promote diversity in my course materials would be a prime example of hypocrisy.
Some of the tactics I employ to approach these elements are: Both textbooks are co-authored by women, one is co-authored by a Latino; outside readings are authored by people of color and people who identify as LGBTQI+; people in videos represent the reality of our diverse population (including weight, mental health issues, age, physical disabilities); and images of people on lecture slides represent the diversity we see in society.
An example of an extra credit activity that I offer the students is to attend an event related to class material and submit a brief paper describing what the biggest take-away for them was and how it connects to the course.
This past Spring 2021, the Office of Equity, Diversity, and Inclusion offered some incredible speakers such as Angela Davis and Tim Wise. Of course, “A Conversation With Dr. Ibram X. Kendi” was an amazing treat for us all. The students enjoy these events and often “attend” them with roommates and friends – a great way for them to educate others.
Elements of Climate Change & Environmental Justice
Elements of Climate Change & Environmental Justice
Examining the privilege that comes with being White, wealthy, able-bodied, etc. is a key theme of this course. How the less privileged are impacted more severely by the effects of climate change is important for the students to understand and evaluate. For example, when discussing the potential effects of poverty, students brainstorm the various advantages that living in wealthy neighborhoods have for the residents as temperatures rise, compared to people in poorer communities.
We also examine the prejudice and stereotypes that target migrants and refugees. This examination includes a look at the common reasons that compel people to leave their homes such as lack of water and food due to increasing drought, excessive heat, and losing their home due to the increase in number and severity of natural disasters.
I expose my students to organizations that address environmental justice, especially those that are youth-led, in the hopes they will be motivated to learn more and perhaps become actively involved. Students enjoy evaluating the information on the organizations’ websites. One organization that students tend to favor is Earth Guardians. https://www.earthguardians.org
Training in Course Design
Training in Course Design
Active and Experiential Learning
One specific example of a tool I gained is how to more effectively incorporate Information Literacy Learning Outcomes into my assignments. In turn, students will gain a clearer understanding of what makes a source reliable and how to synthesize information from a number of different sources.
Inclusive Teaching
This academy showed participants that we can offer a more inclusive environment for our students in many ways and emphasized that diversity reaches far beyond race. A specific activity I learned is the “I Am From…” icebreaker I use. Quite fun to use in face-to-face classrooms as we can all walk around and look at each other’s responses and make tangible connections. My First Gen students, for example, appreciate learning that I too was a First Gen!
Both of these trainings reinforced my belief that students are more engaged when they have concrete experiences that connect to course material. The ideas and tools that I have gained, with the intent of improving the experiences students have in my courses, are incredibly valuable. In addition, I have a wealth of resources to utilize to keep things new and interesting for me. Equally important, in my opinion, are the connections I have been able to make with other faculty. Learning what folks across disciplines are doing, how it can connect to what I am doing, and just getting to know them makes me feel much more connected to our campus.
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