PSYC_6701: Week 6 Module: Module Assessment: Dynamics of Inter-Grou

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Week 6: Gender

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Historically much of psychology was male dominated. The psychologists tended to be male and the research participants tended to be male. Thus, half of the human experience was neglected! In recent years there has been a corrective to this issue, and now, at least in the United States, over 50% of newly confirmed PhDs in psychology are female. At any rate, women’s roles vary dramatically across the globe even though they are making great strides in varying their roles in a male dominated world. As women increase their numbers, differences still exist and may be seen in diverse regions of the globe, as well as among immigrant, refugee, and migrant groups who may experience value conflict and role strain between the roles they held in their home nations and the expectations in the new host nation. Among the dimensions along which women’s roles vary cross culturally, are expectations for child rearing, paid work outside the home, behavior related to dating, marriage, sexuality, love, and political participation, among numerous other issues. As our world changes with globalization, it is increasingly likely we each will encounter women and men from diverse backgrounds who bring a broad range of understanding and views about gender roles. Having a deeper understanding of gender roles and variations around the globe will serve you well both in the world of work, and in your outside of work lives, such as your interactions with friends and in the community.

For this week, you will examine women’s social roles throughout the world to further understand the complex conditions that may exist. You also complete your Module 2 Assessment where you examine a scenario that includes an inter-group conflict in which you will serve as an expert consultant to help resolve the conflict.
Learning Objectives
Students will:

Analyze the similarities and differences of women’s roles in various cultures
Analyze the similarities and differences of women’s roles in various cultures in comparison to personal culture
Analyze solutions for group think and individualism vs. collectivism (MA)
Analyze solutions and their impact of socio-emotional, cognitive, and behavior aspects in conflicts (MA)
Analyze the impact of gender, cultural values, and dimensions, and group dynamics (MA)
Analyze implications of working between and within groups (MA)

For this Module 2 Assessment, you will examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 5–6 page paper not including your title and reference page.

Reference

Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.

To Prepare:

Review the following:

Scenario: Culture, Psychology, and Community

Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups.

Assignment: (6 pages excluding title page and reference page):

Part 1: Developing an Understanding (2 pages)

Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (Note: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.

Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects (2 pages)

Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?

Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics (2 pages)

Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.

Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
Week 6

Library Resource

Gibbons, J. L., Stiles, D. A., & Shkodriani, G. M. (1991). Adolescents’ attitudes toward family and gender roles: An international comparison. Sex Roles, 25(11–12), 625–643.

Required Readings

Ahmed, R., & Gielen, U. (2017). Women in Egypt. In C. M. Brown, U. P. Gielen, J. L. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 91–116). New York, NY: Springer.

Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center.

Best, D. L., & Busch, C. D. (2016). Gender roles in childhood and adolescence. In U. P. Gielen & J. L. Roopnarine (Eds.), Childhood and adolescence: Cross-cultural perspectives and applications (pp. 209–239). Santa Barbara, CA: Praeger.

Credit Line: Childhood and Adolescence: Cross-cultural Perspectives and Applications by U. P. Gielen & J. L. Roopnarine (Eds.). Copyright 2016 by ABC-CLIO. Reprinted by permission of ABC-CLIO via the Copyright Clearance Center.

Gibbons, J., Poelker, K., & Moletsane-Kekae, M. (2017). Women in South Africa: Striving for full equality post-apartheid. In C. Brown, U. Gielen, J. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 141–156). New York, NY: Springer.

Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center.

Sarwono, S. (2017). Women in Indonesia. In C. Brown, U. Gielen, J. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 59–72). New York, NY: Springer.

Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center.

Tchombe, T. M. S. (2017). Psychosocial perspectives of Cameroonian women. In C. Brown, U. Gielen, J. Gibbons, & J. Kuriansky (Eds.), Women’s evolving lives: Global and psychosocial perspectives (pp. 117–140). New York, NY: Springer.

Credit Line: Women’s Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance Center. :

PSYC_6701_Module4_Assessment_Rubric

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Content
Points Range: 31.5 (63%) – 35 (70%) Excellent
Paper demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.

Points Range: 28 (56%) – 31 (62%)Good
Paper demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

Points Range: 24.5 (49%) – 27.5 (55%) Fair
Paper demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

Points Range: 0 (0%) – 24 (48%) Poor
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range: 13.5 (27%) – 15 (30%)Excellent
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Paper contains multiple, appropriate and exemplary sources expected/required for the assignment.

Points Range: 12 (24%) – 13 (26%) Good
Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.

Points Range: 10.5 (21%) – 11.5 (23%) Fair
Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).

Points Range: 0 (0%) – 10 (20%) Poor
Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.

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