PSYCHOLOGY OF PREJUDICE

(PSY 4324)
SPRING 2009
WEDNESDAYS 5:30 – 8:15PM
CR1.202

INSTRUCTOR: Salena Brody, Ph.D. EMAIL: Salena.brody@utdallas.edu

OFFICE HOURS: Please email to arrange an appointment.

REQUIRED READINGS:

(1) Plous, S. (Ed). (2003). Understanding Prejudice and Discrimination. San Francisco: McGraw Hill.

(2) Supplementary Readings (available via webct.utdallas.edu)

(3) Ung, L. (2000). First They Killed My Father: a Daughter of Cambodia Remembers .
New York: Harper.

(4) Website http://www.understandingprejudice.org

Course description and learning objectives:

Examines prejudice and discrimination, applying social-psychological theory and research to various social
and historical issues, including stereotypes and prejudice in the media, old-fashioned and modern
prejudice, sexism, heterosexism, classism, intergroup contact, and the application of theory to policies
including public housing, Affirmative Action, and welfare.

3.1 Use critical thinking to evaluate popular media and scholarly literature.
3.3 Use creative thinking to address psychology-related issues.
4.1 Demonstrate effective writing skills in various formats (e.g., summaries, integrations, critiques, technical
reports) and for various purposes (e.g., informing, teaching, explaining, defending, persuading, arguing).
4.2 Demonstrate effective oral communication skills in various context (e.g., group discussion, debate, lecture)
and for various purposes (e.g., informing, teaching, explaining, defending, persuading, arguing).
4.3 Demonstrate basic computer skills, proper etiquette, and security safeguards.
4.4 Demonstrate competence in effectively collaborating with others.
5.1 Apply psychological concepts, theories, and research findings to issues in everyday life.
5.2 Identify appropriate applications of psychology in social services and education.
5.3 Demonstrate how psychological principles can explain social issues and inform public policy.

Evaluation criteria:

“Change the World!” project 50%

8 online discussions responses 25%
First They Killed My Father in-class writing 10%
3 in-class quizzes 15%

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Participation in this class will enrich your educational experience. This class involves collaborative work, participating in
interactive exercises, in-class thought papers, making presentations, being an active listener, and contributing to class
discussions. Reading the required text is essential to your participation score. At times, the content of in-class writing
assignments will be evaluated as well as your ability to discuss any of the assigned readings. During classroom
discussion, a positive attitude is expected and disrespect directed at any classmate will not be tolerated.

The CHANGE THE WORLD project applies concepts in intergroup relations to real life. A separate handout will be posted
on WebCT with details about expectations, due dates and grading criteria.

The in-class quizzes will include multiple choice and T/F questions. Bring a scantron for each quiz. The questions target
reading comprehension of the assigned material and your ability to synthesize readings with lecture material. For each
quiz, you may prepare and use one 3x5 notecard to help you (only write on one side, only 3x5 cards will be allowed—no
bigger!). You will turn in the card with your quiz. QUIZZES WILL BE ADMINISTERED AT THE BEGINNING OF CLASS.
No make-ups if you show up late to class.

First They Killed My Father in-class writing assignment: After reading Ung’s moving narrative and learning about
genocide, you will be given a prompt to address during class. You may use your textbook, Ung’s book and your notes to
write your response to the prompt.

Policy on missing tests and late papers:

There will be NO alternative test times. If you miss a test due to an excused absence, an alternative evaluation procedure
will be established. This will require proper documentation and must be negotiated with the instructor. If proper
documentation is not provided regarding the missed class, a grade of zero will be assigned.

The highest grade possible for late papers/projects turned in at the next class period will be a C (75). Assignments turned in
after this point will be deducted an additional letter grade for each late day. In extenuating circumstances, such as a death in the
family or a traumatic life event, extensions will be granted, but ONLY if arranged in advance.

“My printer broke at the last minute” is never a valid excuse for why an assignment is late. PLAN AHEAD and have your
assignment done early enough so you have time to handle technical problems.

Policy on tardiness: Coming to class on time is expected and required. Coming to class late distracts other students from
learning and is a sign of disrespect to your professor and your peers. Arriving late sends a signal that YOUR time is more
valuable than others’ time. Assignments are always due at the BEGINNING of class, so showing up late on project due dates
will also mean that your assignment is late and points will be deducted.

Policy on cell phones, text messaging & wireless computing: Class time is for learning. Barring an emergency, using cell
phones for any reason (talking or text messaging) during class time is inappropriate. Cell phones should be turned off or turned
to silent mode during class. If a student uses a cell phone during class, the professor may ask the student to turn over the
phone for the remainder or class time or leave. Please do not use computers to take notes—topics discussed in this class are
often sensitive and the use of computers can be distracting.

Policy on academic honesty: No form of academic dishonesty will be tolerated. This includes cheating on exams, plagiarizing
scholarly works, and copying text from internet sources without proper documentation of the author. The consequences of
academic dishonestly can be severe, ranging from failing the class to being on academic probation. NO EXCUSES! Methods of
properly documenting sources will be covered in class. If you are unclear about the line between paraphrasing other’s work and
plagiarism, please see the professor for clarification. Please see official policy and examples of plagiarism at:
http://www.utdallas.edu/student/slife/scholastic.html

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 PROPOSED SCHEDULE AND READINGS:

DATE TOPIC READINGS ASSIGNMENTS

1/14 Introduction 1. Take Baseline survey before reading the text

WEEK1 Syllabus http://www.understandingprejudice.org/baseline/
Slide show discussion *Register and enter 4324Spring09 as the Class ID
Perceiving groups when you take the survey
Can we change the world? 2. Log into WebCT
3. Respond to DISC #1 prompt in WebCT by
TUESDAY, 1/20 11:55pm (over Plous Ch. 1&2)
4. Start reading First They Killed My Father

1/21 Stereotyping, prejudice & Plous, 1. Respond to DISC #2 prompt by 1/27, 11:55pm
WEEK2 discrimination Chs. 1 & 2 (over Plous, Chs. 3 & 4)
Defining terms & concepts
Theories of prejudice
Stigmatization
Stereotype threat

1/28 Prejudice old and new Plous, Chs. 1. Take an Implicit Attitude Task at
WEEK3 Subtle vs. Blatant prejudice 3&4 implicit.harvard.edu
Historical examples
Measuring prejudice: Explicit & 2. No discussion prompt for this week.
implicit attitudes
Explaining intergroup inequality
-Relative deprivation 3. Prepare for Quiz #1, you may bring one 3x5
-Tokenism notecard with information on ONE SIDE to help
-Minimization of you. You will turn in the card with you quiz. Only
discrimination 3x5 cards will be allowed. Bring a scantron and
pencil.
2/4 Genocide WebCT, 1. Respond to DISC #3 prompt by 2/10 (over
WEEK4 **In-class QUIZ #1** @ 5:30 WEEK4 Plous, Chs. 6 & 7)
See Hotel Rwanda in class
2. *Take Native IQ test at:
http://www.understandingprejudice.org/demos/
2/11 Genocide Plous, Chs. 1. No discussion for this week. Finish reading First
WEEK5 6&7 They Killed My Father before 2/18.

2/18 Genocide: First They Killed 1. No discussion for this week. Prepare for in-class
WEEK6 My Father discussion writing assignment. Bring blue book to next class.

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2/25 Genocide 1. Respond to DISC #4 prompt by 3/3 (over
WEEK7 **In-class writing Plous, Chs. 5 & 8)
assignment** 2. Take ambivalent sexism scale at
www.understandingprejudice.org

3/4 Sexism & Heterosexism Plous, Chs.

WEEK8 Gender in the workplace 5&8 1. Respond to DISC #5 prompt by 3/10 (over
Benevolent and hostile sexism Plous, Chs. 9)
Ambivalent sexism
Heterosexism
Sexual politics and policy

3/11 Intergroup conflict & Plous, Ch. 9

WEEK9 contact 1. Respond to DISC #6 prompt by 3/24 (over
The Color of Fear & discussion WebCT WEEK 10 and Plous Ch. 10) **Do it early
so you save time to study for Quiz #2**

2. Prepare for Quiz #2, you may bring one 3x5

notecard with information on ONE SIDE. You will
turn in the card with you quiz. Only 3x5 cards will
be allowed. Bring a scantron and pencil.

Spring Break no class 3/18

3/25 Prejudice reduction WebCT, 1. Respond to DISC #7 prompt by 3/31 (over
WEEK10 **In-class QUIZ #2** WEEK 10 WebCT WEEK 11)
Approaches to improved intergroup
relations Plous, Ch.
10

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4/1 Contact and classism WebCT, 1. Respond to DISC #8 prompt by 4/7 (over
WEEK11 Cross-group friendship WEEK 11 WebCT WEEK 12) **LAST DISCUSSION!**
Contact and housing, Video
Contact and service-learning

4/8 Social change WebCT, 1. Prepare for Quiz #3, you may bring one 3x5
WEEK12 Watch Paper Clips WEEK 12 notecard with information on ONE SIDE. You will
turn in the card with you quiz. Only 3x5 cards will
be allowed. Bring a scantron and pencil.

4/15 Social change

WEEK13 **In-class QUIZ #3**
Guest speakers in class
Building social capital

4/22 Social change continued

WEEK13 Group exercise: Defending
Affirmative Action

4/29 Presentations, Part I

WEEK14

5/13 Presentations, Part II

WEEK15 Final course reflection due via WebCT 5/14 (not part of Change the World project)

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