Psychology 12, Spring 2007
Introduction to African American Psychology
Professor Halford H. Fairchild
Office: 203 Scott Hall,
Hours: Tuesdays and Thursdays,
Phone: 909-607-3056
Course Syllabus
Course Description and Requirements:
This course surveys the specialty of African American Psychology. The course is writing and speaking intensive. Tuesdays are devoted to an exploration of the main text by Belgrave & Allison (students should expect quizzes in the first five minutes of each class); Thursdays are devoted to discussions of the readings provided by the instructor. Short "S/R" papers are required each Thursday. See "S/R papers," described below.
Texts:
Belgrave, Faye Z., & Allison, Kevin W. (2006). African American
Psychology: From
Fairchild, H.H. (2007).
McAdoo, H.P.
(2007). Black families (4th Edition).
Recommended links:
http://www.abolishthenword.com/homepage.htm - Abolish the Nword
Association of Black Psychologists
click here for a really big, high resolution copy of this photo
Schedule of
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Course Introduction and Overview - What is African American Psychology? |
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The impetus for African American Psychology: Racism in White Psychology (Powerpoint Lecture) Today's News: Officer faces court-martial for denouncing war LA Times 1/18/07 |
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Introduction and Historical Foundation. What is Black Psychology? |
B&A: Chapter 1 |
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Fairchild, H.H. (2000). African American
psychology. Pp. 92-99 in A.E. Kazdin (Editor). Encyclopedia of
psychology. McAdoo, Chapter 1. African American Families: A Historical Note, by John Hope Franklin and McAdoo, Chapter 2: The Nguzo Saba and the Black Family: Principles and Practices of Well-being and flourishing by Maulana Karenga and Tiamoyo Karenga. Fairchild's SR Papers: Film Notes and McAdoo; Reader |
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Africentric Psychology -Video Presentation by Ulisa Erylene Piper-Mandy |
B&A: Chapter 2 |
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Kiri Davis, A Girl Like Me - Video that recreates the Clark Study - You Tube Version
Fairchild, H.H., Whitten, L., & Richard, H.W.
(2003). Teaching African American psychology: Resources and
strategies. Pp. 195-206 in P. Bronstein & K. Quina (Eds.), Teaching
gender and multicultural awareness: Resources for the psychology classroom. McAdoo, Chapter 3: Interpreting the African Heritage in African American Family Organization, by Niara Sudarkasa. |
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Kinship and Family
Fairchild, H.H., & Basu, D. (2000).
Continuing struggles in Black studies. Psych Discourse, 31(9),
11. Filmed Lecture and discussion: Maulana Karenga: "Kawida, Culture and Psychology: The Issue of Human Wholeness"
Today's Quiz: Will include questions on the two readings in addition to Chapter 3. See last year's syllabus for 2-7-06 for some helpful practice. Today's Quiz |
B&A: Chapter 3 |
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Guest Lecture: Reparations, by Donna Lamb. |
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Educational Systems |
B&A: Chapter 4 |
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Fairchild, H.H. (1984). School size, per-pupil
expenditures, and school achievement. Review of Public Data Use, 12,
221-229. (PDF FILE) McAdoo, Chapter 4: Conceptualizations and Research of
African American Family Life in the McAdoo, Chapter 5: African American Family Life: An Instrument of Culture, by Wade W. Nobles. |
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Neighborhoods and Communities - Today's Quiz |
B&A: Chapter 5 |
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Fairchild, H.H., & Tucker, M.B. (1982).
Black residential mobility: Trends and characteristics. Journal
of Social Issues, 38(3), 51-74. McAdoo, Chapter 6: African American Education: A Cultural-ecological Perspective, by John U. Ogbu McAdoo, Chapter 7: Religion in African American Families, by Harriette Pipes McAdoo. |
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Interpersonal and Close Relationships - Chapter Highlights Study Participation: Last 20 minutes: College experiences. (Extra credit opportunity) |
B&A: Chapter 6 |
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Fairchild, H.H. (1985). Black singles:
Gender differences in mate preferences and heterosexual attitudes.
Western Journal of Black Studies, 9(2), 69-73. McAdoo, Chapter 8: Old-Time Religion: Benches Can’t Say “Amen”, by William Harrison Pipes
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Cognition, Learning and Language - McAdoo, Chapter 9: Sources of Racial Socialization: Theological Orientation of |
B&A: Chapter 7 |
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Fairchild, H.H., & Edwards-Evans, S. (1990).
African American dialects and schooling. Pp. 75-86 in A.M.
Padilla, H.H. Fairchild & C.M. Valadez (Eds.), Bilingual education:
Issues and strategies. McAdoo, Chapter 10: Death in the Family: Historial Descriptions and Funerary Display of African American Families, by LaTrese Evette Adkins.
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Spring Break |
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Spring Break |
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Religion and Spirituality McAdoo, Chapter 11: African American Demographic Images, by Harriette Pipes McAdoo. Diversity in Higher Education, Article by Trower & Chait (2002) Today's Quiz News Article: Teachers Lose Job Over Emmett Till poem, LA Times 3-18-07 |
B&A: Chapter 8 |
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Fairchild, H.H. (2000). Taking care of
business: The Black family and the Black church.
Unpublished manuscript. McAdoo, Chapter 12: African American Female-Headed Households: Some Neglected Dimensions, by Niara Sudarkasa Fairchild's S/R Paper for today.
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Self-Attributes and Racial Identity McAdoo, Chapter 13: The Significant Other: Type and Mode of Influence in the Lives of Black Families by Wilhelmina Manns. |
B&A: Chapter 9 |
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Fairchild, H.H. (1987). N Word should be
odious from anyone. McAdoo, Chapter 14: Parenting of Young Children in Black Families: A Historical Note, by Marie Ferguson Peters Bonus Article: Southland's Third World Slums (LA Times, 3/26/07) Fairchild's SR Paper for Today.
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Lifespan Development McAdoo, Chapter 15: The Roles of African American Fathers in the Socialization of Their Children, by Jonathan N. Livingston and John L. McAdoo. |
B&A: Chapter 10 |
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Fairchild, H.H. (2001). A wake-up call for
peace. Psych Discourse, 32(10), 18-19. McAdoo, Chapter 16: Family First, Then the World: The “Know-It-All” Aunt and Her Three Nephews, by Darlene Clark Hine
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Health, Illness and Disability - Video Lecture by Marcia Sutherland - Fairchild's notes. McAdoo, Chapter 17: “Kin Keepers: Breast Cancer Prevention for African American Women, by Karen Patricia Williams |
B&A: Chapter 11 |
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Fairchild, H.H. (1987). Our 'ostrict
mentality' on racism. McAdoo, Chapter 18: Family Therapy: A Help-Seeking Option Among Middle-Class African Americans, by Monica Mouton Sanders |
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NO CLASS TODAY. TODAY'S ASSIGNMENT. Psychosocial Adaptation and Mental Health McAdoo, Chapter 19: An Overview of Race and Marital Status, by Robert Staples |
B&A: Chapter 12 |
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Fairchild, H.H. (1994). Frantz Fanon's The
Wretched of the Earth in contemporary perspective. Journal of Black
Studies, 25(2), 191-199. McAdoo, Chapter 20: In Search of Love and Commitment: Dealing with the Odds of Finding Romance, by Audrey B. Chapman
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Drug Use and Abuse Quiz McAdoo, Chapter 21: Practices and Attitudes Toward Contraception in the Black Community, by Algea Othella Hale. |
B&A: Chapter 13 |
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Fairchild, H.H. (1989). A whole community
faces a life sentence of neglect. McAdoo, Chapter 22: A Portrait of Inequality, by Marian Wright Edelman |
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Aggression, Violence and Crime McAdoo, Chapter 23: The Impact of Welfare Reform on Black Families, by Robert B. Hill |
B&A: Chapter 14 |
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Course Rap Up (see description, below) |
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Assignments
Quizzes. Students should be prepared to take a short quiz every
Tuesday at the beginning of class. These will be multiple choice
questions that examine the readings for that day. Questions may also
include material from the previous week's lectures, films, and/or discussions.
S/R Papers. Students are required to write short "S/R"
papers for each Thursday class session. "S/R" stands for
"Stimulus/Response." The "Stimulus," is the
day's reading assignment. The "Response" is the student's
reaction to that reading. For each class session that has a reading
assignment, students should write an "S/R" for each of the
readings. When a film or video is shown on the previous Tuesday, an
"S/R" paper should be produced for that film or video. The
"Stimulus" portion of the paper should be a very short summary or
synopsis of what the reading assignment was about. (The
"Response" portion may be short or long -- and should provide your
insights, reflections, thoughts, reactions, and/or questions to the reading
material. These "Responses" will be shared in class as part of
our class discussion. Students should come to class, each Thursday, with
their "S/R Papers" typed and ready to hand in. These papers are
generally graded on a pass/fail basis -- 100 points for being turned in on time
(weak papers may receive fewer points; strong papers may receive bonus points);
50% credit for being late (turned in after class or if a student is absent).
Papers submitted by email are awarded 50% credit.
Course Rap Up. On the last day of class, students will present
(singly or in teams), a "rap" that defines the field of African
American Psychology. The rap should seek to integrate course materials
(texts, readings, video lectures, class discussions, etc.). The course
"rap" will be ungraded. (However, failure to complete this
assignment will adversely affect a student's grade in course participation.)
Grading
Students will be evaluated and graded based on their quiz
scores, S/R papers, and classroom participation. Attendance and
participation are heavily weighted. Each S/R paper can earn up to 100
points (late papers receive 50% credit; papers submitted in absentia--where
the student was absent and did not participate in the discussion--receive 50%
credit; and papers submitted by email receive 50% credit). Quizzes are
worth up to 100 points. Class participation 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.