Making the Invisible Visible: Shining a Light on Gender and Sexuality in Courses Primarily Focused on Other Topics

Burke, Kelsy; Trumpy, Alexa J.

doi:10.1007/978-3-319-30364-2_27

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“…Because students process new information and tolerate openness and selfexploration differently (e.g., Caviness, Giuffre, & Wasley-Valdez, 2016;Rios, Stewart, & Winter, 2010), I offer them a variety of ways to demonstrate individualized strengths: (a) writing a summary (no more than 30 words) capturing each main point in every reading assignment; (b) leading a class discussion individually and in small groups (e.g., Wentling, 2016) on a chosen theorist, using PowerPoint-like materials; (c) participating in an open critique of each theorist during student-led discussions (e.g., Burke & Trumpy, 2016); and (d) writing a final paper that addresses one contemporary controversy in personality research and theory through a social constructivist lens.…”

Section: Course Structurementioning

confidence: 99%

Teaching personality and abnormal psychology with inclusivity.

Cheng

McCloskey

Matacin

2019

Integrating Multiculturalism and Intersectionality Into the Psychology Curriculum: Strategies for Instructors.

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P sychology portrays human beings as unique, with different personality characteristics dimensionally categorized, such as introverted or extroverted, loud or quiet, optimistic or pessimistic, and thoughtful or impulsive. "Acceptable" characteristics are considered "optimal," whereas problematic characteristics are labeled "abnormal," demonstrating an etic bias. We challenge these assumptions by addressing societal and cultural influences on individuals (Lee, 2012) and the saliency of language-based descriptors within different groups (Cortina, Curtin, & Stewart, 2012). In this chapter, we each offer our experiences teaching personality and abnormal psychology, as well as pedagogical issues and challenges in doing so.

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