This course explores theoretical and empirical explorations of Black Psychology.  As a seminar, the course is writing and speaking intensive.  Students should come to each class prepared to discuss the readings for that day.  See "S/R papers," described below.

Date	Topic	Readings
8/30/05	Introductions and Course Overview
9/1/05	What is Black Psychology? Instructor's S/R Paper	Fairchild, H.  (1995).  Black history is not just for blacks.  Las Vegas Review-Journal (reprinted from The Los Angeles Times). Fairchild, H.  Placing Blacks at the center of psychology Murray, B.  (June, 1995).  Black psychology relies on traditioanl ideology,  APA Monitor, p. 33.
9/6/05	Voodoo or IQ:  An Introduction to African Psychology	Akbar: Chapter 1:  Fairchild's SR Paper
9/8/05	The Afrocentric Paradigm	Akbar: Chapter 2:  Fairchild's SR paper
9/13/05	Concepts of African Personality	Akbar: Chapter 3:  Fairchild's SR paper
9/15/05	African American Mental Health	Akbar: Chapter 4:  Fairchild's SR paper
9/20/05	Nile Valley Origins of the Science of the Mind	Akbar: Chapters 5 & 6:  Fairchild's SR paper
9/22/05	Reviews of Akbar's Akbar Papers.  (Book Review due)
9/27/05	Black criminality	Wilson:  Chapters 1, 2 and 3
9/29/05	Black-on-Black crminality	Wilson:  Chapters 4, 5
10/4/05	Alienation and Socialization	Wilson:  Chapters 6, 7 and 8
10/6/05	From Problem Definition to Solutions	Wilson: Chapter 9, 10, 11 and 12
10/11/05	Law enforcement perspectives Review of Wilson text is due.	Willingham:  Prologue and pp. 1-59
10/13/05	Law enforcement perspectives	Willingham:  pp. 60-123.
10/18/05	Fall Break
10/20/05	Law enforcement perspectives Review of Willingham due	Willingham:  pp. 124-end.
10/25/05	Black men	Akbar:  Introduction and Chapters 1 and 2
10/27/05	Video Lecture
11/1/05	Black men	Akbar:  Chapters 3 and 4
11/3/05	Video Lecture - Nancy Boyd Franklin Review of Akbar's Vision book is due
11/8/05	Teaching African American Psychology Counsleling College Students	Fairchild, Whitten & Richard (2003).  Teaching AFrican American Psychology: Resources & Strategies Wallace, B.C., & Constantine, M.G. (2005).  Africentric cultural values, psychological help-seeking attitudes, and self-concealment in African American college students.  Journal of Black Psychology, 31(4), 369-385.
11/10/05	Racial  Labels Parenting	Fairchild, H.H.  (1985).  Black, negro, or Afro-American? The differences are crucial!  Journal of Balck Studies, 16(1), 47-55. Halgunseth, L.C., Ispa, J.M., Csizmadia, A., & Thornburg, K.R.  (2005).  Relations among maternal racial identity, maternal parenting behavior, and child outcomes in low-income, urban, Black families.  Journal of Black Psychology, 31(4), 418-440..
11/15/05	Academic Achievement Race Relations	Zand, Debra H., & Thomson, N.R.  (2005).  Academic achievement among African American adolescents: Direct and indirect effects of demographic, individual, and contextual variables.  Journal of Black Psychology, 31(4), 352-368. Farichild, H.H., & Gurin, P.  (1978).  Traditions int he social-psychological analysis of race relations.  American Behavioral Scientist, 21(5), 757-778.
11/17/05	Cultural Terrorism	Hilliard, pp. 1-57.
11/22/05	Black Psychology by Fairchild, An Overview Review of Hilliard is due	Fairchild, H.H. (various).  Selected op-ed pieces.
11/24/05	Thanksgiving Holiday
11/29/05	Fairchild's Black Psychology	Fairchild, H.H. (1991).  Scientific racism: The cloak of objectivity.  Journal of Social Issues, 47(3), 101-115.
12/1/05	Fairchild's Black Psychology	Fairchild, H.H.  (1984).  School size, per-pupil expenditures, and school achievement.  Review of Public Data Use, 12, 221-229.
12/6/05	Fairchild's Black Psychology	Fairchild, H.H.  (1984).  Creating, Producing and Evaluating Prosocial TV.  J. of Educatioal Television, 10(3), 161-183. Fairchild, H.H.  (1988).  Creating positive television images.  Pp. 270-279 in S. Oskamp (Ed.), Television as a social issue (Vol. 8 of the Applied Social Psychology Annual).  Newbury Park, CA:  Sage Publications.
12/8/05	Course Rap-up Course Final paper is due	Instructor's Rap Students' Raps

Students will be evaluated and graded based upon their written work and classroom participation.  As this is a seminar, attendance and participation are heavily weighted.  Each S/R paper can earn up to 100 points (late papers receive 50% credit); and each book review is worth up to 250 points (late papers receive 75% credit).  Class participation is worth up to 500 points.  The final paper is worth up to 500 points.  "A" students receive 92% or more of the available points; "B" students 82% or more; etc.  Students on the margins receive minuses or plusses. 

Assignments, grading and course sequencing may change.