Society for the Teaching of Psychology: Division 2 of the American Psychological Association

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  • Incorporating Diversity in Classroom Settings Vol.1


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, chapters are organized based on the following diversity areas: ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status.

ISBN: 978-1-941804-62-9   

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Introduction to Volume I
Maria S. Wong, Lauri Weiner, Jessica Cerniak, and Lydia T.S. Yee  vi
Making accommodations: An classroom simulation to learn about ability status and intersectionality
Matthew R. Lee 2
Widening the lens on effective parenting and maternal mental health: Incorporating the voices of diverse parents into the teaching of developmental psychology
Cynthia A. Frosch  10
Social stigma verses social inclusion of the mental disabilities and neurological diseases
Bess Yin-Hung Lam 15
Beyond the scientific knowledge: Understanding prejudice and mental stigma in the classroom
Guilherme Wendt, Miguel Venâncio Dias Cogo, and Natalia Cristinia Coelho 18
Incorporating diversity into the teaching of statistics: A discussion of mental health as a diversity issues
Karen Y. Holmes  23
Teaching undergraduates to co-facilitate a support group for siblings of
children on the autism spectrum
Laurie Kramer  29
An experimental demonstration of the effect of a label of autism spectrum disorder on perceptions of children’s problem behavior
Marcie Desrochers and Jennifer Ratcliff  35
Sketch it  then fetch it! Strengthening cognitive pathways for learning
Clotile S. Galbraith  44
Examining oppression from cradle to grave: Comparing and contrasting adultism and ageism
Randi Shedlosky-Shoemaker, Jennifer N. Engler, and Emma Sartain  51
We are not the same: Eradication cultural blindness and embracing cultural differences
Virginia N. Iannone 57
Community-engaged service learning: A foundation for cultural competence Melissa Tehee, Sallie A. Mack, Erica Ficklin, Jennifer Ha, Melanie M. Domenech Rodríguez, and Nelda Ault-Dyslin 60
Teaching about microaggressions to promote cultural competencies among undergraduate students
Claudia G. Pineda and Maria Estela Zarate  67
Enculturating perspective taking across cultures: Academic discussion as a
cross-cultural competence skill
Emma E. Buchtel and Jiafang Lu 76
Communication style differences between Eastern and Western cultures
Hyun-Joo Song  83
Understanding cultural difference in causal attributes:
Not wrong, just different
Mukhunth Raghavan and Elisa Carsten  87
Helping students interpret social behavior and understand its relation to prior experience, culture, and self-concept
Elizabeth Kraatz 92
How linguistic cultural experiences shape our realities: Demonstrations of Whorfian effects with classroom experiments
Chia-lin Lee and Janice Fon 97
Interviewing culturally diverse individuals as a class
Virginia Tompkins 103
Bridging a language divide: Synergistic learning and communication between those from different cultures
Alex C. Huynh  108
Understanding cultural diversity through movie analyses
Yan Wang 113
Exploring indicators of child well-being in different cultures
Jessica Cerniak  117
Taking child development outside of the textbook, the university, and the country: Utilizing the UN’s Sustainable Development Goal Academy in an upper-level developmental psychology seminar
Jennifer M. Zosh 122
Is it love or maltreatment? Parenting from a cultural lens
Florrie Fei-Yin Ng  126
Using academic civic engagement to support internationally adopted children and their multicultural families
Grace E. Cho  132
Transnational families: A new global phenomenon
Cecilia Cheung 137
Cohabitation, marriage, and divorce in the U.S. and abroad
Jessica Cerniak  140
Facilitating cultural competence in a course on intercultural mental health
Monali Chowdhury  146
Cultural tailoring as an approach to developing a specialized group
Alexis Abernethy  152
Using discussions on cultural activities to make connections to physiological psychology
Ingrid K. Tulloch  157
Were we really all united? Facilitating group discussion about
oppression following 9/11
Kray Scully  164
Interpretations of color: A cultural decision
Angela Setzer 169
Leveraging mindsets to facilitate multiracial collaborations
Sharon Li and Franki Kung 172
Using Bronfenbrenner’s ecological systems theory to demonstrate the complexities of race as an influence on development
Paul Scott and Jennifer Oliver  178
What do children know about race?
Turkan Ocal  185
Achievement gaps in the US: Past and future trends
Cecilia Cheung  188
Addressing ethnic and racial disparities in mental health care: An example of partnership with the local school community
Joey Fung 191
Start! (Even if you’re uncomfortable): Infusing readings on
racial discrimination into research methods
Marianne E. Lloyd  196
Taking a secondary and supportive role: Classroom discussions about racial and ethnic diversity on college campuses
Tess N. Chevalier and Simone P. Nguyen  202
Illuminating the bias against women and people of color in psychology’s roots
K. Nicole Jones  208
Words matter: The gender of everyday language
Colleen Spada 214
Using interactive data to illustrate gender biases in academia
Daniel Storage 219
Margaret Floy Washburn: An inner world like ours
Taffeta M. Elliott 223
Using video to examine diverse experiences of transgender youth
Rhonda Jamison  229
Site visits as a method for combating secular, spiritual, and religious
(SSR) biases in undergraduate and graduate psychology training programs: A contact theory approach
Peter A. Steele and Sarah D. Afromowitz  233
The vignette as an experiential exercise for applying secular, spiritual,
and religious (SSR) competencies in assessment and clinical intervention— A peer-to-peer model
Holly Elizabeth Cooke 245
Sexual Orientation
Rainbows have nothing to hide: Classroom exercises for integrating sexual orientation and the gender spectrum
Sally D. Stabb and Kalila Beehler  251
Socioeconomic Status
From the “Dregs of Society” to “Lap Dogs of the Elite”: How to mimic the psychological effects of capitalism in your classroom
Kristen Eyssell, Sally D. Farley, Katharine S. Shaffer, Sepideh S. Soheilian,
and El H. Schoepf  265
Examining the big picture: Using serious games to teach about psychology from a social-ecological perspective
Kosha D. Bramesfeld 270
Making the numbers real: A service-learning experience with an underprivileged population
Maria S. Wong 276
By Breed Alone: Cross-discipline activities with food deserts and poverty
Nikki Yonts and Jennifer Daniels 285


Feedback regarding the editorial content of this book or any of its chapters should be directed toward the individual authors. Contact information will be provided at the end of each chapter.

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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: 978-1-941804-62-9 

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 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status). Retrieved from the Society for the Teaching of Psychology website:

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

Lee, M. R. (2021). Making accommodations: An classroom stimulation to learn about ability, status, and intersectionality. 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 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status) (pp. 2-9). Retrieved from the Society for the Teaching of Psychology website:

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