Infusing Black Psychology into the Introductory Psychology Course

Whitten, Lisa

doi:10.1207/s15328023top2001_3

Cited by 22 publications

(17 citation statements)

References 17 publications

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“…The introductory course is an appropriate place to bring racial issues from the margins to the center of the curriculum (Whitten, 1993a). Many students will not learn about race and racism in their other courses.…”

Section: Why Should We Discuss Race?mentioning

confidence: 99%

The Impact of Casual Remarks With Peter Giordano, PhD

Cannon¹

2015

EyeOnPsiChi

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Section: Why Should We Discuss Race?mentioning

confidence: 99%

The Impact of Casual Remarks With Peter Giordano, PhD

Cannon¹

2015

EyeOnPsiChi

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“…For these professors, personal attitudes toward and experiences with the gender, racial, or ethnic groups being discussed impede their ability to effectively present the information in a nonbiased, nonjudgmental manner (Grossman, 1995;Weinstein & Obear, 1992). To aid faculty in their efforts to incorporate issues related to diversity within their courses, colleges and universities need to provide forums for instruction related to content (Whitten, 1993). To aid faculty in their efforts to incorporate issues related to diversity within their courses, colleges and universities need to provide forums for instruction related to content (Whitten, 1993).…”

Section: Professor Resistancementioning

confidence: 99%

Including Gender, Race, and Ethnicity in Psychology Content Courses

Kowalski

2000

Teaching of Psychology

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The increasing diversity of college students has necessitated increased attention to multiculturalism in content courses. Although few people would question the merits of incorporating issues of diversity within content courses, the means of doing so remain open to debate. In this article, I examine not only the reasons for infusing issues of diversity into psychology courses, but also some of the challenges involved. I make recommendations for judiciously addressing diversity in a process-oriented fashion that does not promote ethnocentrism.Current projections indicate that, within the next decade, Americans of non-European descent will constitute a third

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“…Similarly, publications on how to incorporate diversity issues into the classroom continues to grow (e.g., De Four & Paludi, 1991;Ford & Grossman, 1997;Junn, 1994aJunn, , 1994bMosley-Howard & Harris, 1993;Richard, 1996;Santos de Barona & Reid, 1992;Tatum, 1992;Weinstein & Obear, 1992;Whitten, 1993).…”

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confidence: 99%

Playing “Sherlock Holmes”: Enhancing Students' Understanding of Prejudice and Stereotyping

Junn

Grier

Behrens

2001

Teaching of Psychology

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A very simple, innovative classroom exercise designed to heighten students' understanding of stereotyping and prejudice is described. Students' evaluation of the exercise was very positive.Students reported greater awareness and understanding of their own and others' stereotypes and prejudice and of the negative effects of prejudice, with females more than males reporting enhanced awareness of others' stereotyping. Students also rated the exercise as very enjoyable.There was a trend among Non-White more than White students to report that the exercise helped show them how to reduce stereotypes and more Non-White than White students offered solutions for reducing prejudice that involved actively reaching out and interacting with others different from themselves. Additional suggestions for instructors are discussed.

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Infusing Black Psychology into the Introductory Psychology Course

Cited by 22 publications

References 17 publications

The Impact of Casual Remarks With Peter Giordano, PhD

The Impact of Casual Remarks With Peter Giordano, PhD

Including Gender, Race, and Ethnicity in Psychology Content Courses

Playing “Sherlock Holmes”: Enhancing Students' Understanding of Prejudice and Stereotyping

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