Description

By 2045, the United States will become a majority-minority society, with less than 50% of the population being non-Hispanic Whites (Frey, 2018). The current cohort of college students are also more diverse than their previous cohorts in various ways (Schaeffer, 2019). As instructors of Psychology and other related fields, we can help students understand and appreciate diversity, cultivate a critical mind to analyze the role of sociocultural factors, and develop the knowledge and skills that would allow them to act ethically and responsibly in a diverse world (see American Psychological Association, 2013). In this volume, intersectionality of the many areas of diversity are emphasized.

ISBN: 978-1-941804-63-6   

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Introduction to Volume II
Maria S. Wong, Lauri Weiner, Jessica Cerniak, and Lydia T.S. Yee v
Intersectionality
Transformational teaching: Creating community in the classroom
Colleen E. Kline  2
Developing community and sense of belonging in your classroom
Crystal Carlson  7
Using a mindfulness-based deep listening exercise to engage students in difficult dialogues about diversity, equity, and inclusion
Jasjit Sangha and Kosha D. Bramesfeld  12
Even the pedagogy was White: Moving away from a single lens approach in the teaching and practice of psychology
Dominique Broussard, Courtland Douglas, and Jannis Moody  18
Using personal storytelling in the classroom setting: Perspectives from a female, non-White immigrant instructor
Maria S. Wong 24
Clearing the air: The perspective of a White, male instructor on the first day of multicultural psychology class in the South
Kray Scully  27
Placing the instructor’s autobiography in Bronfenbrenner’s ecological
systems theory: Considering the relationships between contexts and diversity
Judith B. Bryant  33
While I was telling your story: A project exploring identity
Seetha V. Veeraghanta and Marissa L. Diener  39
To conceal or reveal? An experiential activity
Tara J. Lehan and Heather D. Hussey  44
My social identity, my world: Influences on values, beliefs, and interactions
Randi Shedlosky-Shoemaker and Juliana M. Spada  50
Reflecting on one’s own motivation to pursue a degree/profession: Using art to depict one’s background experiences
Manisha Nagpal  55
Diversity and diagnosis: How intersectional identities affect mental health
Deborah Miller  61
Political development among diverse children
Rebecca S. Bigler  64
Analyzing representations of diverse families in children’s books
Grace E. Cho  70
Guns and gun control policies
Rebecca S. Bigler  74
A broader, more inclusive lens to the determinants of parenting:
Single parents, poverty, and intersectionality
Jennifer Camacho Taylor  79
Using genograms to explore family history
Mark S. Barajas  85
Exploring the diversity of growth and development: Leveraging student responses to questions of parenting and marriage to increase understanding and appreciation for the human condition
Elizabeth A. Mosser  91
Learning to help diverse families manage conflict under diverse circumstances
Laurie Kramer  108
From yum to yuck: Diverse influences on the motivation to eat (or not)
Sarah Grison  114
Is it your memory or mine? The role of perceived group attributes (e.g., culture, age, and gender) in the construction and organization of memories
Daphna Hausman Ozery  125
Incorporating diversity into a forensic online undergraduate discussion forum
Wesley Bettger  131
Exploring diversity and inclusion with the classroom game “Opposite Me”
Eric “K” Kinnamon and Gabriela Carrasco 137
The more you know: Understanding the history of racism, sexism, and homophobia
Virginia N. Iannone 144
Infusing education on bias and diversity considerations in psychopathology
Lindsay Phillips, Gabriel Rivera, Amara Chukwunenye, and Brienna-Rae Cruz 147
Implicit bias: Teaching about the bias in all of us
Mike Corcoran and Eryn J. Adams  153
Diversity in quantitative research: Acknowledging and contextualizing intersectionality in psychological research
Sarah L. Ferguson and Eshe F. Price  160
Self-monitoring, self-regulation, and self-reflection: Assigning a real world application of prejudice-reduction techniques
Tina Chen 168
Reflecting on privilege in performance outcomes and collaboration
Randi Shedlosky-Shoemaker and Alyssa Coon  174
Privilege walk: An in-class activity
Sepideh S. Soheilian and Katharine S. Shaffer 179
Walking in someone else’s shoes: Innovations in using privilege walks
Taylor Hartwell, Randi Shedlosky-Shoemaker, and Perri B. Druen 184
Putting the shoe on the other foot: Experiencing discomfort in your
privileged identity
Katharine S. Shaffer and Sepideh S. Soheilian  189
Undermined by praise: Using student exploration of stereotype content to enhance understanding of privilege and oppression
Melissa Fortner  194
From pigeons to people: Discussing stereotype formation from a cognitive perspective
Eryn Adams and Mike Corcoran  202
Teaching research methods using the stereotype threat construct
Jeffrey D. Elliott 210
The frailty of human nature: Drawing on local conflicts to teach against prejudice, discrimination, and stereotyping
Emma E. Buchtel  214
Community psychology values in action: Collaborative research to support community social justice work
Olya Glantsman and Elizabeth A. McConnell 221
Personal opinion for 20, please: Scientific evidence vs confirmation bias— using critical thinking in navigating the web
Daphna Hausman Ozery  227

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Copyright and Other Legal Notices

The individual essays and chapters contained within this collection are Copyright © 2021 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2021 Society for the Teaching of Psychology.

 You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use). No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials. ISBN: 978-1-941804-63-6 

Suggested Reference Format

For the overall text, reference the book in this fashion:

Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.). (2021). Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 2: Intersectionality). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/diverse2

Individual chapters should be referenced in this fashion (an example):

Kline, C.E. (2021). Transformational teaching: Creating community in the classroom. In Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 2: Intersectionality) (pp. 2-6). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/diverse2

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