The student will be able to:

1. explain the major concepts, theoretical perspectives, empirical findings, and historical trends regarding identity development
2. compare and contrast the theories related to self-esteem
3. demonstrate an understanding of self-regulation concepts
4. analyze cultural differences and similarities with respect to gender roles, social behavior, and disabilities
5. distinguish American social structures of race and class
6. describe important myths and stereotypes associated with different cultural groups
7. examine personal and educational values and compare and contrast to diverse cultures
8. employ the computer for research
9. describe the culture of higher education

This course examines the formation and development of human identity through theories and concepts drawn from counseling, developmental psychology, social psychology, and educational psychology. Major emphases of study will be on identity development, theoretical foundations of self and others, motivation, self-regulation, social structures, inequality, social justice, and human agency.

1. Aspects of identity
   1. Erikson's theory of psychosocial development
   2. Marcia's theory of achievement of a personal identity
   3. Tajfel's theory of social identity
2. Collective, cross-cultural and societal contexts to identity
   1. Weinreich's Identity Structure Analysis
   2. Self-categorization theory
   3. The need to belong
3. Critical assessment of research methods in the study of identity
   1. Observation
   2. Ethnography
   3. Critical race theory
4. Self-concept
   1. Schemas
   2. Actual self, ideal self, and ought self
   3. Personal discrepancies
5. Self-esteem
   1. Rogers' humanistic theory of personality
   2. Temperament styles
   3. Parenting style
6. Motivational theories
   1. Humanistic theories, Maslow's hierarchy of needs
   2. Behavioral theories and extrinsic motivation
   3. Cognitive theories and intrinsic motivation
7. Arousal level and performance
   1. Development of self-efficacy
   2. Learned helplessness and learned optimism
   3. Persistence and self-monitoring
8. Self-regulation
   1. Cognitive restructuring
   2. Values clarification
   3. Kohlberg's theory of moral development
   4. Learning and education as cultural values
9. Agents of socialization
   1. Bronfenbrenner's ecological theory
   2. Relationships with self and others
   3. Role of educational institutions
10. Connections between social structures
    1. Race
    2. Gender
    3. Social class and socioeconomic status
    4. Disability status
    5. Social institutions
11. People of color in America
    1. European Americans
    2. African Americans
    3. Asian Americans
    4. Latino Americans
    5. Middle Eastern Americans
    6. Native Americans
12. Prejudice and stereotypes
    1. Development of stereotypes
    2. Racism, classism, sexism, and ableism
    3. Stereotype threat
13. Ethnocentrism and cultural identity
    1. Psychological factors contributing to ethnocentrism
    2. Intergroup attitudes
    3. Ethnocentrism and stereotypic thinking
    4. Institutional discrimination and oppression
14. Inequality and social justice
    1. Privilege
    2. Oppression
    3. Civil liberties
    4. Human rights
15. Critical pedagogy
    1. Freire's praxis
    2. Banking education
    3. Critical consciousness
16. Constructing a student identity
    1. Emotional intelligence
    2. Multiple intelligences
    3. Yosso's cultural wealth model
    4. Intercultural communication
17. Forging a new identity
    1. Meaning-making
    2. Action theory
    3. Human agency

Not applicable.

Multiple choice quizzes
Essay exams
Research papers
Summaries and analysis of primary source research articles
Personal reaction papers
Problem-solving exercises
Midterms
Final exams
Service learning project synthesis and presentation

Lecture presentations and classroom discussion using the language of personal and academic success
Class readings of subjects by the instructor and students followed by instructor-guided interpretation and analysis
Group and oral presentations of major projects followed by in-class discussion and evaluation
Socratic seminar style discussions—students practice how to listen to one another, make meaning, and find common ground while participating in a conversation
Service learning—students will apply course concepts and principles with marginalized communities and present their project for evaluation

David, E.J.R., and Annie O. Derthick. The Psychology of Oppression. 2018.

Freire, Paulo, Myra Bergman Ramos, Donaldo P. Macedo, and Ira Shor. Pedagogy of the Oppressed. 2018.

Matsumoto, David R., and Linda P. Juang. Culture and Psychology. 2016.

Tatum, Beverly D.. "Why Are All the Black Kids Sitting Together in the Cafeteria?" And Other Conversations About Race. 2017.

Weiten, Wayne, Dana Dunn, and Elizabeth Y. Hammer. Psychology Applied to Modern Life: Adjustment in the 21st Century. 2018.

1. Weekly reading assignments ranging from 40-60 pages per week.
2. Weekly lecture covering subject matter from text assignment with extended topic information.
3. Case studies from peer review sources may be used to further illustrate concepts.
4. Guest speakers covering selected topics.