HARVARD SUMMER SCHOOL

PSYC S-1507
PSYCHOLOGY OF DIVERSITY
SUMMER 2022 COURSE SYLLABUS
Meeting Days: Tuesdays and Thursdays, 6:30 to 9:30 p.m. EST
ZOOM Live Web Conference

COURSE DESCRIPTION
The United States is becoming increasingly diverse and the world increasingly globalized. The
central focus of the course is on the links between diversity and psychological processes at
individual, interpersonal, and international levels. We consider several basic questions, including:

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• What is diversity?
• How do race, nationality, and religion influence individuals?
• What impact does diversity have on cross-group relationships?
• How is diversity related to people’s perceptions of fairness, justice, and mental health?
• What is the relevance of people’s perceptions of fairness, justice, and mental health to
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social problems and social change?
• Does respect for diversity promote peace and positive change?
Much research addresses these questions, and we will closely examine the evidence that has
emerged so far.

TEACHING TEAM
Instructor: Teaching Assistants:
Mona Sue Weissmark, Ph.D. Brian Chin
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Email: weissmar@fas.harvard.edu Email: brc198@g.harvard.edu
monaweissmark@gmail.com Jeanette Lieb
Website: https://www.weissmark.com Email: jeanette.lieb3@gmail.com
Twitter: @monaweissmark
Wikipedia: https://en.wikipedia.org/wiki/Mona_Weissmark
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MORE ABOUT THE COURSE

Dr. Weissmark’s Welcome Former Student Describes

Video and Course Overview the Course

Watch Dr. Weissmark’s What Other Students are

Interview on the Science of Saying
Diversity

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 OVERVIEW
PREREQUISITE:
Introductory psychology course recommended, but not required.

COURSE FORMAT:
This course meets in a virtual classroom using the ZOOM web- conferencing software. Please see
the Harvard Summer School website for system and equipment requirements: guidelines for web-
conference courses.

Having the proper equipment and system compatibility is required for participation in this
course.

TEACHING METHOD:

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Course taught via lectures, videos, discussions, and small group activities via the Zoom web-
conferencing software.

LIMITED ENROLLMENT:
To facilitate meaningful discussions, total enrollment is capped at 45 students per semester.

REQUIREMENTS:
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Attendance, preparation, original work, adherence to deadlines, and participation in class discussions
are requirements of this online seminar. The class is designed as a weekly participatory seminar.
Therefore, there are grade penalties for absences or lateness, and/or unresolved technological
difficulties that prevent participation and which are the student’s responsibility. Students are
expected to have the required equipment and to seek tech support when needed.

Students are expected to understand and adhere to the Harvard Summer Schools policies on
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student conduct and responsibilities.

ASSIGNMENTS SUMMARY:
In preparation for class discussions, you will write a total of four one-page, double-spaced re-
sponse papers to the readings and assigned videos or prompts. You will also be assigned an article
to summarize and give a 5 minute individual presentation on the key ideas.
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REQUIRED AND RECOMMENDED TEXTS

Required Text: The Science of Diversity
Oxford University Press, 2020 (ISBN 978190686345)

Recommended optional text: Justice Matters

Oxford University Press (ISBN:9780195157574)

Other assigned journal articles and news articles. Most of the readings can be downloaded
and printed out via Harvard library’s on-line Hollis system or the course website. (Students are
responsible for procuring documents.)

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 EVALUATION METHOD
For Undergraduate Credit: Response papers, midterm project/paper, final examination project/
paper, online presentations, class participation, and participation in group activities. Please note
undergraduate students will be expected to submit 5-page papers using a minimum of 5 peer-
reviewed sources for the midterm and final.

For Graduate Credit: All of the requirements for undergraduate credit plus 3 additional reviews of
articles for the midterm project/paper and final project/paper. Please note graduate students will
be expected to submit 8-page papers for the midterm and final.

Students are required to follow APA 7th edition formatting for ALL assignments. Type your
manuscript in Times New Roman. Use 12 points for the type size. Use 1-inch margins at top,
bottom, left and right of the page. More details will be given on the specific structure of the paper.
See a sample APA paper.

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(1) Midterm Paper:
• Undergraduate students = 5-page double-spaced paper that uses a minimum of 5 peer-
reviewed sources.
• Graduate students = 8-page double spaced paper that uses a minimum of 8 peer-reviewed
sources.
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• Your paper must be submitted electronically on the Canvas course site, and is due Before
class on the assigned due date.

The midterm examination paper will be based on a question/topic that addresses a central
issue discussed in the course. The midterm examination paper requires you to draw on class
lectures, discussions, videos, and critiques of readings. Dates and topics to be covered are
shown on the detailed class schedule.
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(2) Final Project/Paper:
• Undergraduate students = 5-page double-spaced paper that uses a minimum of 5 peer-
reviewed sources.
• Graduate students = 8-page double-spaced paper that uses a minimum of 5 peer-
reviewed sources.
• Your paper must be submitted electronically on the Canvas course site, and is due Before
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class on the assigned due date.

The final examination project/paper will be based on a question/topic that addresses a

central issue discussed in the course. The final examination paper requires you to draw
on class lectures, discussions, videos, and critiques of readings. Dates and topics to be
covered are shown on the detailed class schedule.

(3) Response Papers:

• You will submit 4 brief response papers. These are graded on a pass/fail basis.
• Response papers should be comprised of a Title Page (see page 1 of the sample APA 7
student paper); a one-page response to the prompt (see page 2 of sample APA paper);
and a Reference Page (if using direct quotes; see page 17 of the sample APA paper).

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 You should:
• Address the prompts thoroughly by making explicit connections to the readings, lectures,
videos, discussions, and group activities.
• Cite published articles using APA 7th edition formatting.
• DO NOT copy and paste the question you are answering. Instead, incorporate a strong
topic sentence that signals which question(s) you are answering
• DO NOT plagiarize (see Harvard Guide to Using Sources and Tips to Avoid Plagiarism)
• Complete: Using Sources, Five Scenarios and Using Sources, Five Examples
• Make an appointment with the Writing Center
• Formatting Guidelines
• You should...
• Use 1-inch margins at top, bottom, left and right of the page
• Use Times New Roman for the font type
• Use 12 points for the font size
• Double space throughout

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• Limit the response to the prompt to 1 page
• NOT use logos, illustrations, or graphics
• View: APA Formatting (7th ed.)
Response papers that do not adhere to the above guidelines will receive a failing grade.
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(4) Individual Presentation:
You will be asked to give an individual presentation and to submit 2 electronic copies of
your presentation slides; one via email and one on the Canvas course site. The presentation
should last approximately 5 minutes.

You will have the opportunity to sign up for a time slot for your 5-minute individual PowerPoint
presentation and thereafter choose from a list of journal articles and book chapters. You
will turn in an electronic copy of your PowerPoint (or other format like Prezi or Emaze,
etc…) presentation via e-mail and the Canvas course site. You should present a review of
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your chosen article, articulate the main idea of the argument/findings, and then discuss
its internal consistency, psychological appeal, ability to account for data and incite new
research, and its connection to the questions and themes of the course. Your presentation
should reflect key themes in the article for that week and be designed to prompt discussion.

(5) Participation:
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This is a discussion-focused course. There is no substitute for the dialogue that takes place
during a group discussion online. You will be asked to participate in group discussions and/
or activities.

Good quality contributions to discussions are defined as thoughtful, appropriate, frequent,

and considerate input. Note that this course is an academic arena for exploration; you should
feel comfortable to express opinions within the boundaries of basic respect and relevance.

Students will not be allowed to turn in late assignments or make-up assignments. If

students do not submit their response papers, presentations, midterm paper, or final
paper on the required date will receive a zero for that assignment. Students may not
substitute other work for the response papers, presentations, midterm examination
paper, or final examination projects or any other required assignments.
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 GRADING POLICY AND ASSIGNMENTS
Final grades will be deducted points for lateness, leaving class early, camera turned off, and
absences (unless there is a serious documented illness or emergency). The issues will affect your
participation grade.

ASSESSMENTS:
Your final course grade will be determined using the following categories:

10% Participation
20% Individual PowerPoint Presentations/Take Home Quizzes
20% Response Papers
20% Midterm
30% Final

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ASSIGNMENT DUE DATES:
Response Paper 1 — Due on June 23
Quiz 1 on APA — Due June 28
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Response Paper 2 — Due on June 28
Midterm Paper — Due on July 7
Response Paper 3 — Due on July 12
Quiz II on APA — Due July 19
Response Paper 4 — Due on July 26
Final Paper — Due on Aug 4
PowerPoint Presentations — Due before class on your individually assigned date
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ACADEMIC INTEGRITY AND OTHER COURSE POLICIES
POLICY ON ACADEMIC HONESTY AND PLAGIARISM:
Students should be fully aware of Harvard’s policy on Academic Honesty and Plagiarism, which is
defined as “the theft of someone else’s ideas and work.” Students are required to write their own
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papers and properly cite sources. For more information, see Harvard’s policies online.

You are responsible for understanding Harvard Summer School policies on academic integrity and
how to use sources responsibly. Not knowing the rules, misunderstanding the rules, running out of
time, submitting the wrong draft, or being overwhelmed with multiple demands are not acceptable
excuses. There are no excuses for failure to uphold academic integrity. See: https://www.summer.
harvard.edu/resources-policies/resources-support-academic-integrity

For more information on how to properly cite sources, refer to Harvard’s guidelines, which can be
found here: https://usingsources.fas.harvard.edu/

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 ACCESSIBILITY: The accessibility services office offers a variety of accommodations and services
to students with documented disabilities, permanent and temporary injuries, and chronic condi-
tions. If you are a student with a disability, we engage you in an interactive process to provide you
an equal opportunity to participate in, contribute to, and benefit from our academic and residential
programs.

The manager of accessibility services works with you, your instructor(s), and staff on an
individualized, case-by-case basis to provide appropriate services to ensure you have a rich and
rewarding academic and campus experience.
Students with accessibility issues should get in touch with the Accessibility Services office at
Accessibility@dcemail.harvard.edu or 617-998-9640

Publishing or Distributing Course Materials: Students may not post, publish, sell, or otherwise
distribute course materials without the written permission of the course instructor. Such materials
include, but are not limited to, the following: Lecture notes, lecture slides, video or audio

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recordings, assignments, problem sets, examinations, other students' work, and answer keys.
Students who sell, post, publish, or distribute course materials without written permission, whether
for the purposes of soliciting answers or otherwise, may be subject to disciplinary action, up to and
including requirement to withdraw from the Summer School. Further, students may not make video
or audio recordings of class sessions for their own use without written permission of the instructor.

ACADEMIC INTEGRITY:
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ADDITIONAL COURSE POLICIES ON ABSENCE, BEHAVIORAL EXPECTATIONS, AND

Course policies on absence, behavioral expectations, and academic integrity –can be found in
the Harvard Summer School Student Handbook, or on the website where all the policies and
expectations are laid out.
Here’s the link to the HSS policies http://www.summer.harvard.edu/resources-policies/student-
responsibilities.
Become familiar with all policies that affect you at Summer School by reading Student
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Responsibilities, Regulations and Compliance, and Sexual and Gender-Based Harassment Policy
and Resources.
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Course Schedule on next page

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 COURSE SCHEDULE
The following topics will be covered in the course in the listed sequence; however, the specific
calendar dates attached to them and the depth of the coverage will to some extent be determined
by discussion and questions in the class meetings. Please note that the optional readings are for
background knowledge and will not always cover the same material as the class lectures and
discussions.

PART 1: DIVERSITY AT THE INDIVIDUAL LEVEL

WEEK ONE

Class 1: Tuesday, June 21 Introduction

• Introduction

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• Review Syllabus
• Review APA formatting for papers
• Questions related to the course

Quiz 1 on APA Formatting Due Next Class on Thursday, June 23

1.
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Response Paper 1 Due Next Class on Thursday, June 23 (please choose one question):

Who are you in social terms? How many social categories are you a member of?
In what ways are these social categories beneficial or limiting? How important are these
categories to your overall identity?

2. Does your personal identity differ from your social identity? If so, how does this
discrepancy affect you?
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Required Readings:
Weissmark, M. (2020). The Science of Diversity - Introduction - (pp. xix - xxiv) (The five pages
before the first chapter)

Optional Readings (Not Required):

Lehman, D., Chiu, C. -Y., & Schaller, M. (2004). Psychology and culture. Annual Review of
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Psychology, 55(1), 689-714.

Class 2: Thursday, June 23 What is diversity?

• Response Paper 1 Due

Lecture: “What Is Diversity?”

We will watch the humanities film called “Understanding Race” by Lynn Dougherty et.al. (52
minutes): Available at Harvard Libraries (lib.harvard.edu). We will also try to find additional easily
accessible versions of this film.

Response Paper 2 Due Next Class, June 28 (please choose one): 7

 1. What does the film “Understanding Race” say about “difference”? That is, what does
the film say about how we should think about difference?

2. (a) What does the film say “race” is?

(b) What does the film say “race” is not?

3. In the film, there is a short segment about stereotypes and stereotyping. What is said
in this segment about what stereotypes are? What explanation is given for why stereotypes
become part of our way of thinking?

4. What common views about “race” does the film seek to challenge or undermine?

5. What did you find most surprising in the film? Did it question any assumptions you
had about “race” and racism or did it affirm what you already believed or knew about the

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topic?

Required Readings:
Weissmark, M. (2020). The Science of Diversity – Chapter #1 “What is Diversity” (pp. 1-27)
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Optional Readings (Not Required):
Hale, H. E. (2004). Explaining ethnicity. Comparative Political Studies, 37(4), 458-485.

Iwamasa, G.Y., Sorocco, K.H., & Koonce, D.A. (2002). Ethnicity and clinical psychology: A
content analysis of the literature. Clinical Psychology Review, 22(6), 932-944.

Triandis, H., & Suh, E. (2002). Cultural influences on personality. Annual Review of Psychology,
53(1), 133-60.
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Chakravarti, A. (2015) Perspectives on human variation through the lens of diversity and race.
Cold Spring Harbor Perspectives in Biology, 7(9), 1-14.

WEEK TWO
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Class 3: Tuesday June 28 Background

• Quiz #1 on APA Formatting Due

• Response Paper 2 Due

Lecture: “A Guide to Assessing Research” and “Introduction to Scientific Thinking in a Polarized

Society” “Introducing the Multigroup Ethnic Identity Measure-Revised (MEIM-R)”

Optional Readings (Not Required):

Arnett, J.J. (2002). The psychology of globalization. American psychologist. 57(10), 774-783.

Baumeister, R. F. (1998). The self. In D.T. Gilbert, S.T. Fiske, & G. Lindzey (Eds.), The handbook of
social psychology (4th ed., Vol.1, pp. 680-728). McGraw Hill.
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Ellison, N. B., Steinfield, C. and Lampe, C. (2007), The Benefits of Facebook “Friends:” Social
Capital and College Students’ Use of Online Social Network Sites. Journal of Computer-
Mediated Communication, 12(4), 1143–1168.

Hamedani, M. G., Markus, H. R., & Fu, A. S. (2011). My Nation, My Self: Divergent Framings of
America Influence American Selves. Personality and Social Psychology Bulletin, 37(3),
350-364.

Onorato, R., & Turner, J. (2004). Fluidity in the self-concept: the shift from personal to social
identity. European Journal of Social Psychology, 34(2), 257-278.

Kenrick, D. T., Neuberg, S. L., & White, A. E. (2013). Relationships from an evolutionary life history
perspective. In J. A. Simpson & L. Campbell (Eds.), Oxford library of psychology. The

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Oxford handbook of close relationships (pp. 13–38). Oxford University Press.

Class 4: Thursday, June 30 Identity

Lecture: “Identity” and refresher on statistics

Required Reading:
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Weissmark, M. (2020). The Science of Diversity – Chapter #2 “The Self” (pp. 28-52).

Bhatia, S. (2007). Rethinking culture and identity in psychology: Towards a transnational cultural
psychology. Journal of Theoretical and Philosophical Psychology, 27(2), 301-321.

Optional Readings (Not Required):

Fiske, S. (2000). Stereotyping, prejudice, and discrimination at the seam between the centuries:
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evolution, culture, mood, and brain. European Journal of Social Psychology, 30(3), 299-
322.

Macrae, C. N., & Bodenhausen, G. V, (2000). Social cognition: Thinking categorically about
others. Annual Review of Psychology, 51(1), 93-120.
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Pietraszewski D., Cosmides L., Tooby J. (2014). The Content of our cooperation, not the color of
our skin: an alliance detection System regulates categorization by coalition and race, but
not sex. PLOS ONE. 9(2). 1-19. https://doi.org/10.1371/journal.pone.0088534

WEEK THREE

Class 5: Tuesday, July 5 Categorizing Others

MIDTERM EXAMINATION PAPER DUE NEXT CLASS

Lecture: “Categorizing Others”

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 Required Reading:
Weissmark, M. (2020). The Science of Diversity – Chapter 3 “Categorizing” (pp. 53-81).

Optional Readings (Not Required):

Sng, O. Williams, K., Neuberg, S. (2019) Sex-age stereotyping: Social perceivers as lay
adaptationists. Evolution of Human Behavior. 41(2). 136-149. https://doi.org/10.1016/j.
evolhumbehav.2019.12.001

Karasz, A. (2005). Cultural differences in conceptual models of depression. Social Science &
Medicine, 60(7), 1625-1635.

Beddington, J., Cooper, C.L., Field, J., Goswami, U., Huppert, F.A., Jenkins, R., Jones, H.S.,
Kirkwood, T.B., Sahakian, B.J., & Thomas, S.M. (2008). The mental wealth of nations.
Nature, 455(7216), 1057-1060.

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Class 6: Thursday, July 7 Judging Others

• MIDTERM EXAMINATION PAPER DUE

Lecture: Judging Others

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Response Paper 3 Due Next Class Tuesday, July 12 (Choose one):

Baumeister and colleagues (1995, 2007) claim that the need to belong is a powerful
motivational basis for interpersonal behavior, and it is thwarted by social exclusion and
rejection. In support of their hypothesis they list nine criteria and pay close attention to the
range of implications of the belongingness hypothesis. However, the authors state that
falsification is also a relevant approach to evaluating a broad hypothesis. The belongingness
hypothesis could be falsified if it were shown, for instance, that many people could live happy
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healthy lives in social isolation or that many people show no cognitive or emotional responses
to significant changes in their belongingness status. Provide alternative interpretations of
the evidence (the empirical findings) to refute the argument that the need to belong is a
fundamental motivation. [You can choose either one or two alternative interpretations and
elaborate on them or give brief summaries of three or four alternative interpretations. The aim
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of this response paper is to help sharpen the ability to detect rival explanations.]

2. Briefly review the support for the need to belong argument and explain whether
you agree with the claim that the need to belong is a fundamental motivation. Relate your
personal experiences to the belongingness theory and social media. Did Mark Zuckerberg,
the cofounder of Facebook, having studied psychology at Harvard, capitalize on the
belongingness needs of students when he launched Facebook? How?

Required Reading:
Weissmark, M. (2020). The Science of Diversity - Chapter 4 - Judging

Baumeister, R. F., & Leary, M. (1995). The need to belong; Desire for interpersonal attachment as
a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.

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Watch at Home the Film: “Meet the Patels” https://youtu.be/KqD5S5zTMGs

Optional Readings (Not Required):

Diekman, A.B., Eagly, A.H., & Kulesa, P. (2002). Accuracy and bias in stereotypes about the social
and political attitudes of women and men. Journal of Experimental Social Psychology,
38(3), 268-282.

Frable, D. (1997). Gender, racial, ethnic, sexual, and class identities. Annual Review of
Psychology, 48(1),139-62.

PART 2: DIVERSITY AT THE INTERPERSONAL LEVEL

WEEK FOUR

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Class 7: Tuesday, July 12 Diversity and Dating

• Response Paper 3 Due

Lecture: “Diversity and Interracial Relationships”

Required Reading:
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Weissmark, M. (2020). The Science of Diversity – Chapter 5 “Diversity and Relationships” (pp. 83-
114).

Optional Readings (Not Required):

Hazan C. & Diamond L.M. (2000). The place of attachment in human mating. Review of General
Psychology. 4(2). 186-204. https://journals.sagepub.com/doi/10.1037/1089-2680.4.2.186
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Lee, H.J. (2013, January 20). Modern Lesson from Arranged Marriages. The New York Times,
p.13.

Class 8: Thursday, July 14 Diversity and Intergroup Behavior

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Guest Lecture: “Being In-Between: The Unseen Immigrant Experience”

Required Reading:
Weissmark, M. (2020). The Science of Diversity – Chapter 6 “Diversity and Groups” (pp. 151-188).

Optional Readings (Not Required):

Henrich, J. (2009). The evolution of costly displays, cooperation and religion: credibility enhancing
displays and their implications for cultural evolution. Evolution and Human Behavior. 30(4).
244-260. https://www.sciencedirect.com/science/article/abs/pii/S1090513809000245

Sriram, N. (2002). The role of gender, ethnicity, and age in intergroup behavior in a naturalistic
setting. Applied Psychology: An International Review, 51(2), 251-265.

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 WEEK FIVE

Class 9: Tuesday, July 19 Diversity and Intergroup Bias

• Quiz #2 on APA Formatting Due

Guest Lecture: “Homosexuality and Gender Identity”

Lecture: “Introducing the InterDating/Marriage Measure”

Optional Readings (Not Required):

Tooby, J & Cosmides, L. (2010) Groups in mind: the coalitional roots of war and morality in
Henrik Høgh-Olesen (ed.), Human Morality and Sociality: Evolutionary and Comparative
Perspectives. Palgrave-Macmillan. pp. 91-234. https://www.cep.ucsb.edu/papers/
GroupsInMind2010.pdf

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Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology,
53(1), 575- 604.

Stangor, C., Jonas, K., Stroebe, W., & Hewstone, M. (1996). Influence of student exchange on
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national stereotypes, attitudes and perceived group variability. European Journal of Social
Psychology, 26(4), 663-675.

Class 10: Thursday, July 21 Diversity and Social Justice

Lecture: “Diversity and Social Justice”

Response Paper 4 Due Next Class, July 26 Class (choose three):

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1. What do you think is the main theme of the films “Seeing the Other Side” and
“Coming to the Table”?
2. How do you feel about the themes?
3. After viewing the films “Seeing the Other Side” and “Coming to the Table” how do
you feel your group /collective identity influences how you see an historic unjust event that is
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related to your group or collective identity (for example, 9/11/, slavery, and so forth).
4. Do you think that transmitting memories about an unjust event has an impact on the
next generation?
5. What is your view on transmitting resentment about an unjust event to the next
generation?
6. How important do you think it is for future generations to “heal the wounds of the
past”?

Watch the Films (Parts 1 and 2 for each):

1. “Coming to the Table” (Part 1 and Part 2 total time approx. 15 minutes)
Part 1 https://youtu.be/NRB--qC7Zeo
Part 2 https://youtu.be/IdQnNWfrtZM
2. “Seeing the Other Side” (Part 1 and Part 2 total time approx. 15 minutes)
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 Part 1 https://youtu.be/5jUlHxPxxLw
Part 2 https://youtu.be/ZdQ88rD8bhk
3. “The Past Between Them”(total time around 15 minutes)
https://youtu.be/2m_iVOwAinQ
4. Journey to Understanding (Part 1 and Part 2 total time around 15 minutes)
Part 1 https://youtu.be/rbcjajTP6Ug
Part 2 https://youtu.be/IcWeufEszyo

Required Reading:
Weissmark, M. (2020). The Science of Diversity – Chapter 7 “Diversity and Social Justice” (pp.
152-189)

Optional Readings (Not Required):

Miller, D.T. (2001). Disrespect and the experience of injustice. Annual Review of Psychology,
52(1), 527- 553.

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Leary, M.R., Diebels, K.J., Jongman-Sereno, K. & Fernandez, X. (2015). Why seemingly trivial
events sometimes evoke strong emotional reactions: The role of social exchange rule
violations. J. Soc Psychol. 155(6). 559–575. https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC4673594/
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Weissmark, M. (2004). Justice Matters: Legacies of the Holocaust and World War II. Oxford
University Press.

Read the Guardian, the Chicago Tribune, and the Harvard Gazette newspaper articles: “Do they
feel our pain?’, ‘Generational Healing,’ and ‘Healing the Pain.’

PART 3: DIVERSITY AT THE INTERNATIONAL LEVEL

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WEEK SIX

Class 11: Tuesday, July 26 Diversity and Ethnic Conflicts

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• Response Paper 4 Due

Lecture: “Diversity and Ethnic Conflicts”

Required Reading:
Weissmark, M. (2020). The Science of Diversity – Chapter 8 “Diversity and Ethnic Conflicts” (pp. )

Optional Readings (Not Required):

Chua, A. (2003, February 13). Globalization and ethnic conflict. Jurist, Retrieved May 7, 2010,
from http://jurist.law.pitt.edu/forum/forumnew97.php.

Chua, A. (2002). World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred
and Global Instability. Doubleday Publishing.

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 Schudson, M. (1995). Dynamics of distortion in collective memory. In D.L. Schacter (Ed.) Memory
distortion: How minds, brains, and societies reconstruct the past (pp. 346-364). Harvard
University Press.

Class 12: Thursday, July 28 Diversity and Mental Health

ALL STUDENT INDIVIDUAL POWERPOINT PRESENTATIONS COMPLETED

Final Lecture: “Concluding Remarks”

Required Readings:
Weissmark, M. (2020). The Science of Diversity - Concluding Remarks (pp. 344-355)

Optional Readings (Not Required):

Imbo, S. O. (2002). Cyberspace: An effective virtual model for communities. In A. Bailey & P.

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Smithka (Eds.), Community, Diversity, and Difference: Implications for Peace (pp. 45- 59).
Rodopi.

Klandermans, B, Werner, M., & van Doorn, M. (2008). Redeeming Apartheid’s Legacy: Collective
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Guilt. Political Ideology and Compensation. Political Psychology. 29(3). 331-349.

Redding, R. (2001). Sociopolitical diversity in psychology: The case for pluralism. American
Psychologist, 56(3), 205-215.

Singer, P. (2nd.ed.). (2002) One world: The ethics of globalization. Yale University Press. Read
chapter 6 titled ‘A Better World?’

WEEK SEVEN
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Class 13 Tuesday, August 2

In-Class Film: “Beyond Our Differences”

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Optional Reading (Not Required):

Hart, J., Nailing E., Bizer G.Y. & Collins, C.K. (2009) Feeling validated versus being correct: A
meta-analysis of selective exposure to information. Psychol Bull. 135(4). 555–588. https://
www.ncbi.nlm.nih.gov/pmc/articles/PMC4797953/

Class 14 Thursday, August 4

• FINAL EXAMS DUE

This syllabus is subject to change. Any changes will be announced online and by email.

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