Prologue
A Psychology of All People
Published online by Cambridge University Press: 30 March 2018
Edited by
Summary
The teaching of Western psychology education has for too long focused on a worldview based on findings derived largely from European American students. Students must learn to question the conclusions of a psychology based on the behavior of a small segment of the world's population. This chapter makes the case for teaching a psychology of all people, based not on stand-alone courses in cultural or cross-cultural psychology, but upon integration of cultural concepts across the curriculum. This requires shifts in our understanding of both course content and the methodology of teaching about cultural content.
- Type
- Chapter
- Information
- Culture across the CurriculumA Psychology Teacher's Handbook, pp. 1 - 10Publisher: Cambridge University PressPrint publication year: 2018
References
Akimoto, S. (2016). Teaching cross-cultural psychology: Insights from an internationalized on-campus course. In Gross, D., Abrams, K., & Enns, C. Z. (Eds.), Internationalizing the undergraduate psychology curriculum: Practical lessons learned at home and abroad (pp. 181–197). Washington, DC: American Psychological Association. doi:10.1037/14840–011CrossRefGoogle Scholar
Albee, G. W. (1988). Foreword. In Bronstein, P. & Quina, K. (Eds.), Teaching a psychology of people: Resources for gender and sociocultural awareness (pp. vii–x). Washington, DC: American Psychological Association.Google Scholar
Albert, R. D. (1988). The place of culture in modern psychology. In Bronstein, P. & Quina, K. (Eds.), Teaching a psychology of people (pp. 12–18). Washington, DC: American Psychological Association.Google Scholar
American Psychological Association. (2013). APA guidelines for the undergraduate psychology major. Washington, DC: Author.Google Scholar
Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602–614. doi:10.1037/0003–066X.63.7.602Google Scholar
Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (2016). Social psychology (9th ed.). Boston, MA: Pearson.Google Scholar
Bronstein, P., & Quina, K. (Eds.). (2003). Teaching gender and multicultural awareness. Washington, DC: American Psychological Association.Google Scholar
Byrne, B. M., Oakland, T., Leong, F. T. L., van de Vijver, F. J. R., Hambleton, R. K., Cheung, F. M., & Bartram, D. (2009). A critical analysis of cross-cultural research and testing practices: Implications for improved education and training in psychology. Training and Education in Professional Psychology, 3, 94–105. doi:10.1037/a0014516CrossRefGoogle Scholar
Carroll, L. (1872). Through the looking glass, and what Alice found there. London: Macmillan.Google Scholar
Cole, M. (1984). The world beyond our borders: What might our students need to know about it? American Psychologist, 39, 998–1005. doi:10.1037/0003–066X.39.9.998Google Scholar
Davis, M. (1993). Ethics across the curriculum: Teaching professional responsibility in teaching courses. Teaching Philosophy, 16, 205–235.Google Scholar
Eaton, A. A., & Rose, S. M. (2013). The application of biological, evolutionary, and sociocultural frameworks to issues of gender in introductory psychology textbooks. Sex Roles, 69, 536–542. doi:10.1007/s11199-013-0289-9Google Scholar
Fulwiler, T. (1984). How well does writing across the curriculum work? College English, 46, 113–125.CrossRefGoogle Scholar
Furumoto, L. (2003). Beyond great men and great ideas: History of psychology in sociocultural context. In Bronstein, P. & Quina, K. (Eds.), Teaching gender and multicultural awareness (pp. 113–124). Washington, DC: American Psychological Association.Google Scholar
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral & Brain Sciences, 33, 61–83. doi:10.1017/S0140525X0999152XCrossRefGoogle ScholarPubMed
Hill, G. W. IV. (2000). Incorporating a cross-cultural perspective in the undergraduate psychology curriculum: An interview with David Matsumoto. Teaching of Psychology, 27, 71–75. doi:10.1207/S15328023TOP2701_14Google Scholar
Hogben, M., & Waterman, C. K. (1997). Are all of your students represented in their textbooks? A content analysis of coverage of diversity issues in introductory psychology textbooks. Teaching of Psychology, 24, 95–100. doi:10.1207/s15328023top2402_3CrossRefGoogle Scholar
James, W. (1961). Psychology: The briefer course. New York, NY: Harper & Row. (Original work published 1892)Google Scholar
Kassin, S., Fein, S., & Markus, H. R. (2014). Social psychology (9th ed.). Belmont, CA: Wadsworth.Google Scholar
Leiper, J., Van Horn, E. R., Hu, J., & Upadhyaya, R. C. (2008). Promoting cultural awareness and knowledge among faculty and doctoral students. Nursing Education Perspectives, 29, 161–164.Google Scholar
Lonner, W. J. (1990). The introductory psychology text and cross-cultural psychology: Beyond Ekman, Whorf, and biased I.Q. tests. In Keats, D., Monro, D., & Mann, L. (Eds.), Heterogeneity in cross-cultural psychology: Selected papers from the ninth international conference of the International Association for Cross-Cultural Psychology (pp. 4–22). Lisse: Swets & Zeitlinger.Google Scholar
Lonner, W. J. (2003). Teaching cross-cultural psychology. In Bronstein, P. & Quina, K. (Eds.), Teaching gender and multicultural awareness (pp. 169–177). Washington, DC: American Psychological Association.Google Scholar
Matchett, N. J. (2008). Ethics across the curriculum. New Directions for Higher Education, 142, 25–38. doi:10.1002/he.301Google Scholar
Matsumoto, D. (2009). Teaching about culture. In Gurung, R. A. R. & Prieto, L. R. (Eds.), Getting culture: Incorporating diversity across the curriculum (pp. 3–10). Sterling, VA: Stylus.Google Scholar
Mio, J. S., Barker-Hackett, L., Tumambing, J. S. (2006). Multicultural psychology: Understanding our diverse communities. Boston, MA: McGraw-Hill.Google Scholar
Morgan, C. T., & King, R. A. (1966). Introduction to psychology (3rd ed.). New York, NY: McGraw-Hill.Google Scholar
Morling, B. (2015). Teaching cultural psychology. In Dunn, D. S. (Ed.), The Oxford handbook of undergraduate psychology education (pp. 599–611). Oxford: Oxford University Press.Google Scholar
Nairn, S. L., Ellard, J. H., Scialfa, C. T., & Miller, C. D. (2003). At the core of introductory psychology: A content analysis. Canadian Psychology, 44, 93–99. doi:10.1037/h0086930Google Scholar
Nodine, B. F. (Ed.). (1990). Psychologists teach writing. [Special issue]. Teaching of Psychology, 17, 1–61.Google Scholar
Ocampo, C., Prieto, L. R., Whittlesey, V., Connor, J., Janco-Gidley, J., Mannix, S., & Sare, K. (2003). Diversity research in teaching of psychology: Summary and recommendations. Teaching of Psychology, 30, 5–18. doi:10.1207/S15328023TOP3001_02CrossRefGoogle Scholar
Quereshi, M. Y. (1993). The contents of introductory psychology textbooks: A follow-up. Teaching of Psychology, 20, 218–222.Google Scholar
Pickren, W. E., & Rutherford, A. (2010). A history of modern psychology in context. Hoboken, NJ: Wiley.Google Scholar
Richmond, A. S., Broussard, K. A., Sterns, J. L., Sanders, K. K., & Shardy, J. C. (2015). Who are we studying? Sample diversity in teaching of psychology research. Teaching of Psychology, 42, 218–226. doi:10.1177/0098628315587619Google Scholar
Rozin, P. (2006). Domain denigration and process preference in academic psychology. Perspectives on Psychological Science, 1, 365–376. doi:10.1111/j.1745–6916.2006.00021.xGoogle Scholar
Segall, M. H., Lonner, W. J., & Berry, J. W. (1998). Cross-cultural psychology as a scholarly discipline: On the flowering of culture in behavioral research. American Psychologist, 53, 1101–1110.CrossRefGoogle Scholar
Snowman, J. (1997). Educational psychology: What do we teach, what should we teach? Educational Psychology Review, 9, 151–170. doi:10.1023/A:1024740512959Google Scholar
Sternberg, R. J. (2014). The development of adaptive competence: Why cultural psychology is necessary and not just nice. Developmental Review, 34, 208–224. doi:10.1016/j.dr.2014.05.004Google Scholar
Sue, S. (1999). Science, ethnicity, and bias: Where have we gone wrong? American Psychologist, 54, 1070–1077. doi:10.1037/0003–066X.54.12.1070Google Scholar
Tracey, M. D. (2005). Cultural competence: An ethical must in teaching and research. Monitor on Psychology, 36(11), 47.Google Scholar
Triandis, H. C., & Brislin, R. W. (1984). Cross-cultural psychology. American Psychologist, 39, 1006–1016. doi:10.1037/0003–066X.39.9.1006Google Scholar
Trimble, J. E., & Vaughn, L. (2013). Cultural measurement equivalence. In Keith, K. D. (Ed.), The encyclopedia of cross-cultural psychology (Vol. 1, pp. 313–319). Chichester: Wiley-Blackwell.CrossRefGoogle Scholar
Valsiner, J. (2013). Cultural psychology. In Keith, K. D. (Ed.), The encyclopedia of cross-cultural psychology (Vol. 1, pp. 319–327). Chichester: Wiley-Blackwell.Google Scholar
Wang, Q. (2016). Why should we all be cultural psychologists? Lessons from the study of social cognition. Perspectives on Psychological Science, 11, 583–596. doi:10.1177/1745691616645552Google Scholar
- 1
- Cited by