Pick another one of the questions/tasks that you would like to address as part of your final project and explain how the concepts you have learned apply to the cultural or ethnic group yo
Pick another one of the questions/tasks that you would like to address as part of your final project and explain how the concepts you have learned apply to the cultural or ethnic group you have chosen for your project.
PSY 324: Final Project Guidelines and Rubric
Overview The final project for this course is the creation of an analysis paper. In the paper, you will analyze a particular culture from the perspective of a cross-cultural psychologist. This project will allow you to demonstrate your ability to analyze different cultures using a psychological approach and to draw conclusions based on research of that culture’s characteristics. The analysis paper will be submitted in Module Seven.
Guidelines This paper will challenge you to apply what you have learned in this course to an investigation of a cultural or ethnic group of your choosing (except white European Americans). You will, in essence, be thinking like a cross-cultural psychologist. You should position the group’s culture in terms of its location on specific cultural dimensions (e.g., power distance, uncertainty avoidance) and explain what it tells us about their behavior and psychology.
Address at least five of the following areas in your paper:
What predictions can be made about the thoughts, feelings, and behaviors of this group in light of their unique cultural background?
How would a cross-cultural psychologist expect the group t o perform on various psychological measures (e.g., a Big Five personality test) and tasks (e.g., perspective taking, helping strangers)?
How might social values of this group affect attributions?
Investigate this culture’s view on psychological disorders, most commonly diagnosed ones, and treatment methods.
Identify specific communication patterns and their effect on others or the self.
Address the group’s values regarding autonomy.
Examine unique life states and their eff ects on the psyche.
Investigate sources of perception and stereotypes.
Analyze this culture’s view of intelligence and methods of measure. Ad dress any conflicts this may have with traditional views and methods.
Describe how the group’s cultural norms regulate an individual’s display of emotions.
Explain cultural in fluences on decision making.
Provide examples of behavior that might arise based on the type of uncertainty avoidance in this cultural setting.
Describe how cultural beliefs related to death might affect medical decisions and grieving.
Discuss the cultural factors that influence one’s likeliness to seek social support in times of stress.
What cultural factors influence likeliness to conform, and in what situations?
You must integrate concepts from the text, define all terminology, and document your sources. Attend to the rubric prior to formulating your assignment.
Final Project Rubric
Format: The final project submission must follow these formatting guidelines: three to five pages in length, double spacing, 12-point Times New Roman font, one-inch margins, and APA citations.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Depth of Reflection Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples from the text and/or personal reflections are provided, as applicable.
Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.
Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.
30
Required Components
Response includes all components and meets or exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. Follows directions well.
Response includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. Follows directions somewhat well.
Response is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed.
Response excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are addressed minimally, inadequately, and/or not at all.
30
Evidence and Practice
Great integration of module information. Response shows strong evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these are thoroughly detailed and applicable. Truly thinks like a psychologist.
Integrates some information from course modules. Response shows evidence of synthesis of ideas presented and insights gained throughout the entire course. Provides some level of detail. Shares some ability to think like a psychologist.
Very little integration of course module information. Response shows little evidence of synthesis of ideas presented and insights gained throughout the entire course. Little or no detail or understanding of how a psychologist would think.
Response shows no evidence of synthesis of ideas presented and insights gained throughout the entire course. No details given. No understanding of how a psychologist would think.
30
Writing Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing. No issues with APA style.
Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing. Some issues with APA style.
Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors per page of writing. Issues with APA style.
Writing is unclear and disorganized. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors throughout the response. Issues with APA style.
10
Earned Total: 100%
- PSY 324: Final Project Guidelines and Rubric
- Overview
- Guidelines
- Final Project Rubric
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Although in the United States the terms "race" and "ethnicity" are sometimes used interchangeably, there is a bias toward viewing issues affecting people of African descent as a single, unified group (race) and white people as a collection of distinct ethnicities (TATUM, 2019). Ethnicity is not a biological category, but rather a way of categorizing people who have a common social and cultural heritage, but the two are sometimes used interchangeably.
The very term "Afro-Caribbean culture" suggests certain tendencies among those who identify with it. Although the terms "race" and "ethnicity" are sometimes used interchangeably in the United States, there is a bias toward viewing issues affecting people of African ancestry as if they were a single, unified group ("race"), and Caucasians as if they were a collection of "subgroups" or "ethnicities." Ethnicity, unlike race, which is defined physiologically, refers to a group or categorization of individuals who share in a shared social and cultural background, however the phrases are often used interchangeably (TATUM, 2019). There is a common ancestry among those of African descent and those of Caribbean descent. Southeast of the Gulf of Mexico and the North American peninsula, east of Central America, and north of South America is where you'll find this area on a map. The Caribbean Sea, along with all of the islands and the beaches surrounding them, make up this region. By insinuating an association with Africa, the prefix "Afro" misrepresents the origins of the culture. It's safe to assume that negative ideas will be widely disseminated in this society (TATUM, 2019). Some examples of these are the negative emotions of anger and perplexity that never seem to go away.
It is possible to anticipate people's reactions and the associated feelings. Think about how college students' spectrum of emotions from guilt and humiliation to wrath and despair is triggered by discussing race in the classroom. Due to the unpleasantness of these feelings, some students may actively try to avoid learning (TATUM, 2019). From a culture forced to bear the weight of US racial war, we may expect similar, if not more severe, reactions. It is safe to assume that Afro-Caribbean people in the United States will always work to forge their own unique cultural identity within mainstream American culture.
The Afro-Caribbean worldview, for instance, is characterized by a heightened sense of responsibility for one's career, one's education, and one's social standing (Gould et al, 2018). This is in part due to negative African-American portrayals of black people in popular culture (nigger, coon, sambo) that portray them as slow, easily scared, habitually lazy, incoherent, nincompoops.
Reference
Gould, W. A., Diaz, E. L., Álvarez-Berríos, N. L., Aponte-González, F., Archibald, W., Bowden, J. H., … & Torres-González, S. (2018). US Caribbean (pp. 809-871). US Global Change Research Program.
TATUM, B. D. (2019). Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom. Harvard Educational Review, 1-25.
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Blogs and Journals
Depending on your course, the entire class may participate in a blog, or the blog may be group-based. Journals are private and between you and the instructor only. Approach these activities as (a) an opportunity to reflect upon and apply what you learn each week based on the assigned readings, discussions, and activities, and (b) an opportunity to share your knowledge and expertise based on your educational and professional experiences in the past. As a successful professional, you will need good reflective and writing skills. Blog and journal activities offer you the opportunity to further develop these skills.
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Critical Thinking and Reflection
Almost all assignment support claims with relevant examples of personal experience, previous learning, or logical thought process
Most of the assignment support claims with a relevant examples of personal experience, previous learning, or logical thought process
Some of the assignment support claims with a relevant personal experience, previous learning, or logical thought process
None of the assignment support claims with reflection on relevant personal examples
25
Integration and Application
Almost all assignment show excellent depth of knowledge of the module content and exhibit careful consideration of the topic
Most of the assignment show good depth of knowledge of the module content and demonstrate that the student has read the module content
Some of the assignment show limited depth of knowledge, indicating the student may have reviewed the module content but needs to explore further
None of the assignment address the blog prompts and reflect that the student has not read the module content
25
Voice Almost all of the assignment are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout
Most of the assignment are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice
Some of the assignment are written in a style that considers the audience, but the author’s voice is not consistent and difficult to identify
None of the assignment attempt to use a style that considers audience and there is no evidence of author voice
25
Writing Almost all of assignment are free of errors in organization and grammar
Most of the assignment are free of errors of organization and grammar which are marginal and rarely interrupt the flow
Some assignment contain errors of organization and grammar but are limited enough so that assignment can be understood
None of the assignment are free of errors of organization and grammar making the blog difficult to understand
25
Earned Total 100%
- Blogs and Journals
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