SCHOOL OF PSYCHOLOGY Te Kura Maatai Hinengaro. PSYC 433 CURRENT ISSUES IN CROSS-CULTURAL PSYCHOLOGY Course Outline, Trimester I, 2012

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1 1 SCHOOL OF PSYCHOLOGY Te Kura Maatai Hinengaro PSYC 433 CURRENT ISSUES IN CROSS-CULTURAL PSYCHOLOGY Course Outline, Trimester I, 2012

2 2 COORDINATOR: Office hours: Professor Colleen Ward EA 626 X6037 Thursdays 9-10 and by appointment TIMETABLE: Seminars, Tuesdays 11-1, EA407 TRIMESTER DATES: 5 March 8 June, teaching weeks, no exam WITHDRAWAL DATES: Refer to COURSE DESCRIPTION: The course provides students with a foundation in cross-cultural psychology. It introduces students to the major paradigms and contemporary approaches to understanding the relationship between culture and human behaviour, including an overview of the basic assumptions and guiding principles of cross-cultural, cultural and indigenous psychologies. Models identifying the dimensions of cultural variability are critically reviewed, meta-theories are presented, large-scale cross-cultural projects are examined and special issues relating to cross-cultural research are introduced. COURSE OBJECTIVES: The course familiarizes students with classic and contemporary approaches to the study of psychology and culture. Students who successfully complete PSYC 433 will: Be familiar with the history, development and current significance of cross-cultural psychology Develop in-depth knowledge about culture and its relationship to human behaviour Enhance their critical thinking and evaluative skills in relation to crosscultural theory and research, and Improve their oral presentation skills. COURSE STRUCTURE, CONTENT AND DELIVERY: The course is typically conducted in small group seminars with discussions, generally led by the coordinator or guest lecturers. Weekly preparation is a must, and this includes covering the recommended readings. Students would normally be expected to read at least two of the selection of readings for each seminar. Active seminar participation is expected from each student. The success of the course depends upon this, and each of you has a responsibility to your classmates to make this course a meaningful and enjoyable learning experience. EXPECTED WORKLOAD:

3 3 In line with University regulations, you should expect a total workload of 150 hours spread over Trimester 1. ASSESSMENT: The course is internally assessed and designed to include a variety of assessment items to enhance your knowledge and skills in a range of areas. Assessment % Due Reaction papers- each March, 3 April Debate and summary position April Essay/Project evaluation 20 8 May Take Home Test May Oral Follow-up May-8 June 1. Reaction papers. Students are expected to produce two reaction papers of no more than 1000 words each. The papers below relate to the seminar topics in the first half of the trimester but go beyond what we are likely to be able to cover in class. In each of these instances you will read and give your critical reaction to the paper. Reaction papers are designed to increase your knowledge about cross-cultural psychology and enhance your critical thinking skills; they are worth 10% each. Cross-cultural Psychology- due 20 March, 2012 Norenzayan, A., & Heine, S. (2005). Psychological universals: What are they and how can we know? Psychological Bulletin, 131, Indigenous psychology- due 3 April 2012 Pe-pua, R. (2006). From decolonizing psychology to the development of a cross-indigenous perspective in methodology: The Philippine experience. In U. Kim, K. S. Yang & K. K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp ). New York: Springer. 2. Debate and summary position. Due 24 April, 2012 Students will be assigned the role of a cross-cultural (Berry, Triandis), cultural (Greenfield, Shweder) or indigenous (Yang, Kim) psychologist and represent their views in The Great Debate which examines the best way to approach the study of psychology and culture. (10%) These scholars positions are articulated in a special issue of the Asian Journal of Social Psychology (2000). The debate will be facilitated/monitored by the course coordinator. Students should also submit a one-page summary of their position. (10%). This exercise is designed to familiarize students with the history, development and current significance of schools of culture and psychology and enhance oral presentation skills.

4 4 3. Essay/Project Evaluation. Due 8 May, Students should select a major cross-cultural project that is not covered in the seminars. Describe the project, including its rationale, research questions and methodology, summarize the findings, critically evaluate its strengths and weaknesses and comment on its overall impact (current or future) in the field. Your essay should be no longer than 2500 words. (20%). The project is designed to increase your knowledge of contemporary cross-cultural psychology and enhance critical thinking skills. Sample projects: The GLOBE project: Culture, Leadership and Organizations- Robert House Social Axioms across Cultures- Kwok Leung and Michael H. Bond Families across cultures- James Georgas Emotional expression and regulation across cultures- David Matsumoto 4. Take home test. Due 29 May, You will be given a take-home essay test on 15 May, which must be returned two weeks later. You may use any resources (except other students in the class) to complete the test, which will cover broad and provocative issues in cross-cultural psychology (30%). The test examines knowledge and critical thinking and evaluation skills. 5. Oral follow-up. To be scheduled 30 May-8 June. Each student will meet with the course coordinator to have an oral follow-up to the take home test. (10%). The exercise is designed to improve verbal communication skills. POLICY ON LATE WORK: Late submissions of assignments accompanied by a medical certificate (or other relevant certification) will accepted without penalty. The timeline will be determined in consultation with the Course Coordinator. In the absence of an appropriate certificate, late submissions will incur an incremental daily penalty of 10%. Manage your time well and plan ahead. MANDATORY REQUIREMENTS: Completion of the take home test is mandatory. Students will receive 0% for any assignments that are not completed. CLASS REPRESENTATIVE: A class representative should be chosen in the first class. That person s name and contact details will be available to VUWSA, the course coordinator and the class. The class representative provides a communication channel to liaise with the Course Coordinator on behalf of the students.

5 5 COMMUNICATION OF FURTHER INFORMATION: Most information will be conveyed in class. Important notices (e.g. cancellation of a class) will be posted on Blackboard. Set office hours are available, however, you may also wish to communicate with the course coordinator via . Date Topic Presenter Assignments due 1. 6 March Intro- What s culture? CW March Historical Perspectives CW March Cross-cultural Psychology CW Reaction paper (1) March Cultural Psychology CW 5. 3 April Indigenous Psychology CW Reaction paper (2) Mid-term break April The Great Debate All Summary position 7. 1 May The New Cultural Psychology CW 8. 8 May Dimensions of cultural variability CW Essay May Projects: History and Identity JL (Test distributed) May Projects: Values across cultures RF May Projects: ICSEY CW Take home test June Projects: Personality across cultures CW COURSE SYLLABUS Prof. James Liu (JL) EA511 x5153 by appointment Dr. Ron Fischer (RF) EA620 x6548 by appointment READINGS 1. Intro: What is culture? Classic anthropological and psychological perspectives on defining culture Rohner, R. (1984). Toward a conception of culture for cross-cultural psychology. Journal of Cross-cultural Psychology, 15, Jahoda, G. (1984). Do we need a concept of culture? Journal of Cross-cultural Psychology, 15(2), Segall, M. (1984). More than we need to know about culture, but are afraid to ask. Journal of Cross-cultural Psychology, 15, And a further comment on how we use and abuse culture in cross-cultural psychology Smith, P. B., & Bond, M. H. (1994). Social psychology across cultures (Chapter 3 Culture the neglected concept, pp ). Boston: Allyn & Bacon.

6 6 2. Historical Perspectives on Culture and Psychology Adamopoulos, J., & Lonner, W. (2001). Culture and psychology at a crossroads: Historical perspectives and theoretical analysis. In D. Matsumoto (Ed.), The handbook of culture and psychology (pp.11-34). New York: Oxford University Press. Jahoda, G., & Krewer, B. (1997). History of cross-cultural and cultural psychology. In J. W. Berry, Y. H. Poortinga & J. Pandey (Eds.), Handbook of cross-cultural psychology (2 nd ed., pp. 1-42). Needham Heights, MA: Allyn & Bacon. 3. Cross-cultural Psychology Berry, J. W., Poortinga, Y., Breugelmans, S. M., Chasiotis, A., & Sam, D. L.. (2011). Cross-cultural psychology: Research and applications. (Chapter 1: Introduction). Cambridge: Cambridge University Press. Lonner, W. J., & Adamopolous, J. (1997). Culture as antecedent to behavior. In J. W. Berry, Y. H. Poortinga & J. Pandey (Eds.), Handbook of cross-cultural psychology Vol 1: Theory and method (pp ). Boston: Allyn & Bacon. Smith, M., Bond, M. H., & Kagitcibasi, C. (2006). Understanding social psychology across cultures (Chapter 3: Defining the way forward: Theories and frameworks, pp ). London: Sage. 4. Cultural Psychology Greenfield, P. (1997). Culture as process: Empirical methods for cultural psychology. In J.W. Berry, Y.H. Poortinga & J. Pandey (Eds.), Handbook of cross-cultural psychology (pp ). Boston: Allyn. Shweder, R. (1991). Thinking through cultures (Chapter 2: Cultural psychologywhat is it?, pp ). Cambridge, MA: Harvard University Press. Shweder, R., & Sullivan, M. A. (1993). Cultural psychology: Who needs it? Annual Review of Psychology, 44, Indigenous Psychology

7 7 Ho, D.F.Y. (1990). Asian psychology: An East-West dialogue on indigenization and beyond. In V. Enriquez (Ed.), Indigenous psychology (pp ). Quezon City: Philippine Psychology Research and Training House. Enriquez, V. (1990). Cross-indigenous methods and perspectives. In V. Enriquez (Ed.), Indigenous psychology (pp ). Quezon City: Philippine Psychology Research and Training House. Mahuika, R. (2008). Kaupapa Maori theory is critical and anti-colonial. MAI Review, 3, Article The Great Debate: Cultural, Cross-cultural or Indigenous Psychology? Asian Journal of Social Psychology (2000). Special issue: Indigenous, cultural and cross-cultural psychologies. Papers by Triandis, Berry, Shweder, Greenfield, Yang and Kim 7. The New Cultural Psychology Heine, S., & Norenzayan, A. (2006). Toward a psychological science for a cultural species. Perspectives on Psychological Science, 1(3), Nisbett, R. E. (2003). The geography of thought (Chapter 5-Causal attributions and causal modeling). New York: Free Press. Nisbitt, R. E. (2007). A psychological perspective: Cultural psychology- past present and future. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology(pp ). New York: Guildford Press. 8. Dimensions of Cultural Variability Hofstede, G. (2001). Culture s consequences (2 nd ed.). Thousand Oaks, CA: Sage. Hofstede published this in 1980 and a revision in The book is an excellent reference; however, you can get an abbreviated version in Hofstede (1983) or you might like the read the keynote address Geert gave at Rutherford House, when we hosted the Asian Association of Social Psychology Conference in Hofstede, G. (1983). National cultures in four dimensions- A research-based theory of cultural differences among nations. International Studies of Management and Organizations, 13, Hofstede, G. (2007). A European in Asia. Asian Journal of Social Psychology,

8 8 10, Gelfand, M., and 42 others. Differences between tight and loose cultures: A 33 nation study. Science, 332 (6033), Taras, V., Kirkman, B., & Steel, P. (2010). Examining the impact of Culture s Consequences: A three-decade, multi-level, Meta-analytic review of Hofstede s cultural value dimensions. Journal of Applied Psychology, 95, Triandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96 (3), Projects: Liu s History and Identity Politics Liu, J. L (1999). Social representations of history: Preliminary notes on content and consequences around the Pacific Rim. International Journal of Intercultural Relations, 23, Liu et al. (2005). Social representations of events and people in world history across 12 cultures. Journal of Cross-cultural Psychology, 36, Liu, J. L. at al. (2012). Cross-cultural dimensions of meaning in the evaluation of events in world history? Perceptions of historical calamities and progress in cross-cultural data from 30 societies. Journal of Cross-cultural Psychology. 43, Projects: Values across cultures (Schwartz, Fischer) Fischer, R. (in press). Value isomorphism in the European Social Survey: Exploration of meaning shifts in values across levels. Journal of Cross- Cultural Psychology. doi: / (Online first on JCCP web-site) Fischer, R. & Schwartz, S. H. (2011). Whence Differences in Value Priorities? Individual, Cultural, or Artifactual Sources. Journal of Cross-Cultural Psychology, 42, Fischer, R., Vauclair, C. M., Fontaine, J. R., & Schwartz, S. H. (2010). Are individual- and culture-level value structures different? Testing Hofstede s legacy with the Schwartz Value Survey. Journal of Cross-Cultural Psychology, 41, Schwartz, S. H. (2011). Values: Cultural and individual. In S. M. Breugelmans, A. Chasiotis, & F. J. R. van de Vijver (Eds.), Fundamental questions in cross-

9 9 cultural psychology (pp ). Cambridge: Cambridge University Press. 11. Projects: Berry and Phinney s ICSEY Berry, J.W., Phinney, J.S., Sam, D.L. & Vedder, P. (2006). Immigrant youth: Acculturation, identity and adaptation. Applied Psychology: An International Review, 55, Berry, J. W., Phinney, J., Sam, D. L., & Vedder, P. (2006). Immigrant youth in cultural transition: Acculturation, identity and adaptation across national contexts. Mahwah, NJ: Erlbaum. 12. Projects: McCrae s Personality McCrae, R., Terracciano, A. & 79 members of the Personality Profiles of Cultures Projects. (2005). Personality profiles of cultures: Aggregate personality traits. Journal of Personality and Social Psychology, 89(3) Allik, J., & McCrae, R. (2004). Toward a geography of personality traits: Patterns and profiles across 36 cultures. Journal of Cross-cultural Psychology, 35, Hofstede, G., & McCrae, R. (2004). Personality and culture revisited: Linking traits and dimensions of culture. Cross-cultural Research, 38,

10 10 ACADEMIC INTEGRITY AND PLAGIARISM: Academic integrity means that university staff and students, in their teaching and learning are expected to treat others honestly, fairly and with respect at all times. It is not acceptable to mistreat academic, intellectual or creative work that has been done by other people by representing it as your own original work. Academic integrity is important because it is the core value on which the University s learning, teaching and research activities are based. Victoria University s reputation for academic integrity adds value to your qualification. The University defines plagiarism as presenting someone else s work as if it were your own, whether you mean to or not. Someone else s work means anything that is not your own idea. Even if it is presented in your own style, you must acknowledge your sources fully and appropriately. This includes: Material from books, journals or any other printed source The work of other students or staff Information from the internet Software programs and other electronic material Designs and ideas The organisation or structuring of any such material Find out more about plagiarism, how to avoid it and penalties, on the University s website: GENERAL UNIVERSITY POLICIES AND STATUTES Where to find more detailed information Find key dates, explanations of grades and other useful information at Find out about academic progress and restricted enrolment at The University s statutes and policies are available at except qualification statutes, which are available via the Calendar webpage at (See Section C). Further information about the University s academic processes can be found on the website of the Assistant Vice-Chancellor (Academic) at