Last update: 8/9/18
Psychology 2570r Sidanius Lab in Intergroup Relations: Research Seminar William James Hall, Rm. 1465
*** Note: this class has limited enrollment, depending on research support needs. You should obtain a research support position with a researcher in the lab before enrolling***
The Lab Members of the Sidanius Lab in Intergroup Relations are a collection of scholars interested in the intersection of several topics, including: intergroup relations, conflict, inequality, social hierarchy, stereotyping, ideology, prejudice, power, status, and identity. The goals of the lab group are to examine the social psychology of intergroup relations from an integrative and multi- level perspective, producing research that speaks to real world social and political issues. Enrollment in PSY 2570r offers undergraduates an opportunity to gain hands-on experience in a social psychology research lab studying mechanisms of relevance to real-world issues. Enrollment consists primarily of engaging in research support to your lab supervisor, who will be drawn from the members of the lab, listed below. Research support can include involvement in any and all stages of the research process, from experimental planning to the design of materials, to running studies in the laboratory and cleaning and preparing data for analysis. Though research tasks depend on the specific needs of your lab supervisor, he or she will try to ensure that you have a strong educational experience and exposure to a variety of research tasks.
Members of the Lab PI: Professor James Sidanius: [email protected]
Lab Manager Angelina Iannazzi: [email protected] (coordinator of PSY 2570r)
Post-docs: Robin Bergh: [email protected] Sarah Cotterill: [email protected] Adriane Roso: [email protected]
Graduate Students: Gregory Davis (also in AAAS): [email protected] Asma Ghani: [email protected] Sa-kiera Hudson: [email protected] Lumumba Seegars (also at HBS): [email protected]
Visiting Scholars Tamar Saguy: [email protected]
Research Assistants Alessia Iancarelli: [email protected] Last update: 8/9/18
2570r: Requirements and Policies for Undergraduates Research support [50% of grade]: Undergraduate enrollees will have the opportunity to become Research Assistants (RAs), conducting a required 8-10 hours/week of research support with your lab supervisor in the lab. Tasks will include research design, participant recruitment and management, data collection and analysis, and hands-on experience as an experimenter or confederate in lab-based experiments.
Lab meetings [25% of grade]: Undergraduates will think critically and ask questions during lab meetings; evaluation will reflect attendance, participation at the meetings, and completion of homework assignments. Weekly RA Lab Meetings (10% of grade): Each lab supervisor will hold their own weekly lab meeting with all of their RAs. These RA weekly lab meetings will be held in William James Hall 1465. Lab meetings are required and attendance and participation for them will make up 10% of a student’s final grade. Lab meetings are designed to give RAs the skills needed to be successful in the lab. Thus, the lab meetings include lecture style presentations on literature searches, Qualtrics, data entry, academic writing, and research methodology as well as information on professional development and research design (see below for more details on the syllabus). Missing Lab Meetings: If you are unable to attend a lab meeting, please email your lab supervisor at least 24 hours in advance. You are able to miss a maximum of two lab meetings before your grade is affected. Weekly Homework Assignments (15% of grade): There will be short weekly assignments due the night before lab based on the lecture for that week’s topic. There will also be journal discussions on a theory in intergroup relations every other week to which RAs will be expected to bring a discussion question for. Completing these assignments will make up 15% of the lab meeting portion of a student’s grade. Though these assignments are graded based on completion, these assignments must reflect quality work. Some of these assignments will also have rubrics that must be followed. The majority of an assignment must contain elements from this rubric to get a check for completion. How assignment completion will contribute to the lab meeting grade will be based on the following:
100% - All assignments completed on time with high quality work 80% - Two assignments not completed 50% - Three or more assignments not completed *Please note that handing in an assignment late, unless for a documented family or medical emergency, counts as incomplete.
Optional Weekly Sidanius Lab meetings: The Sidanius Lab meetings consist of one graduate lab member each week (or occasionally a visiting scholar) presenting their research progress for wider discussion and feedback. RAs are encouraged to join in the discussion and provide feedback on the presenter’s work. If a RA is conducting their own independent research (such as for a significant psychology-related class project, or for your senior thesis), they should discuss with their lab supervisor about the possibility of presenting this work for a half or full lab session.
End of semester project [25% of grade]: At the end of each semester RAs will be required to write a final paper. The fall semester deadline for this paper will be December 10 by 5 pm and the spring semester deadline will be May 8 by 5 pm. This paper is intended to demonstrate that a student (a) can use the research skills learned in the semester to find a target set of articles, (b) summarize those articles to support a conclusion, (c) have an opportunity to connect personal interests with what we do in our research lab, and (d) document the tasks that have been worked on in the lab this semester. You will also present your paper as a poster on the last lab meeting of the semester (see rubric for more details). The last lab meeting of the fall semester will be November 29. Paper Guidelines (15%): Paper should be at least 7 pages but no more than 10 pages, double-spaced, 1-inch margin, 12 pt. font. The paper should have the following sections. The paper can integrate the requirements into one long narrative or be sectioned into three parts. 1. Part 1: Present the findings of your literature review. You should find at least 5 articles that relate the projects you’re working on and present how they support an overall research question. Feel free to chat with your supervisor about your ideas. Last update: 8/9/18
2. Part 2: Propose a project that connects your personal interest with the work that your graduate student or faculty mentor is doing. Given the literature review you did, what study would you find interesting to complete? What holes in the literature did you find that you’d be interested in exploring? This does not have to be a full study design (although it can be), but you should propose some ideas. 3. Part 3: Summarize what you did in the lab. What responsibilities did you have? What did you do? What did you enjoy or wish to be different next semester? This will be useful if you decide to go to graduate school (you will include something similar in your personal statement) or ask for a letter of recommendation from our lab.
Poster Guidelines (10%) The poster should resemble a poster at an academic conference (see examples provided by your instructor) and should include each of the following parts: 1. Part 1: show an introduction/literature review of the project you worked on. This should be a short and concise, either in a short paragraph or in bullet points. Then, present your main question and hypothesis. 2. Part 2: Present the methods of the project you worked on. List out the protocol so it is easily digestable to the audience. Include pictures when necessary to aid in your explanation. 3. Part 3: What are the major findings of the study you assisted on? List them out in short statements. What conclusions can you draw? If there are not any results for the study you worked on yet, what is a study that you would want to explore to add to your supervisor’s project? What would the protocol be? What would you expect the results to be?
**Please note these requirements may be adjusted by your graduate student or faculty mentor.
3570r: Requirements and Policies for Graduate Students
Graduate Students: Graduate students enrolled in Psych 3570r are required to attend the weekly Sidanius lab meetings [50% of your grade] and to lead one lab session [50% of your grade]. Students can lead a lab session either by: (1) presenting your own research that pertains to intergroup relations, or (2) leading a discussion surrounding literature on the topic of intergroup relations.
910r: Requirements and Policies for Undergraduates
Psychology 910r: Students enrolled in 910r are required to commit 12-14 hours/week of research support [60% of your grade], and to submit the term paper [40% of your grade, Psychology Department website for guidelines]. Attendance at the RA and Sidanius weekly lab meetings is strongly encouraged, but not required.
Volunteer Research Assistants: Requirements and Policies
Volunteers: If you are volunteering and not enrolled in the course, you are not required to write a paper. You are still required to attend the RA lab meetings, although graduate student requirements/research needs supersede this requirement. Volunteer RAs should discuss their hours/week work commitment with their lab supervisor before the start of a semester.
Cross Listing
Psychology 2570r: Intergroup Relations: Research Seminar, is included in the Ethnicity, Migration, Rights (EMR; formerly Ethnic Studies) course listing. This means that students can count the 2570r course towards the fulfillment of an EMR Secondary Field.
Last update: 8/9/18
RA Lab Syllabus
This course is designed to be a year-long course although the lab only requires a semester commitment.
Fall Semester
Week 1 - September 2-8 Introductions, Expectations, & Paperwork
Skill: How to Read an Academic Journal Article
Skill Homework: Email 1-2 things that you struggle with/wonder Week 2 - September 9-15 about when reading academic articles by 8 pm the day before lab meeting.
Skill: How to do a Literature Search
Skill Homework: Write out your process of gathering literature for a research project. Email the steps you take to the TF by 8 pm the day before lab meeting.
Theory: Social Dominance Theory
Week 3 - September 16-22 Journal Article to Read Before Lab for Discussion: Pratto, F., Sidanius, J., & Levin, S. (2010). Social dominance theory and the dynamics of intergroup relations: Taking stock and looking forward. European Review of Social Psychology, 17(1), 271-320.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Graduate Speaker
Week 4 - September 23-29 RAs: Fill in the Graduate Speaker Worksheet. Email final copy of worksheet to the TF by 8 pm the following day after lab meeting.
Skill: Basic R Coding/SPSS
Skill Homework: Complete the following assignments by 8 p.m. the day before lab meeting. - Read the first three chapters in the “Discovering Statistics Using R” book - Download R and R studio (Field goes through that process in Week 5 - September his book) 30-October 6 - Do the “Trying R” tutorial through Code School and check out the UCLA page on R.
Theory: Intergroup Contact Theory
Journal Article to Read Before Lab for Discussion: Pettigrew, T.F. (2008). Future directions for intergroup contact theory and research. International Journal of Intercultural Relations, 32(3), 187-199. Last update: 8/9/18
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Skill: Academic Writing
Skill Homework: Complete the following by 8 p.m. the night before lab meeting
- How do you approach academic writing? List out in bullet Week 6 - October 7-13 points the steps or process you go through for when you first start thinking about an academic paper you have to write to your final draft. - Come up with 2 questions that you have about academic writing.
Skill: Check Ins and Elevator Pitches
Skill Homework: Think about what is going right and what could be better in your RA experience this semester.
Be prepared to give a 5-minute update on the project(s) you have been working on and what you’ve been up to (i.e. what kinds of skills have you learned, what tasks have you done). Give a brief summary of the literature you have found for your final paper. Then, provide your ideas for potential research questions and a rough outline of a study you might propose for your final paper. Be prepared to answer Week 7 - October 14-20 questions on what you present in your update.
Theory: Social Identity Theory
Journal Article to Read Before Lab for Discussion: Glick. P., Wilkerson, M., & Cuffe, M. (2015). Masculine identity, ambivalent sexism, and attitudes toward gender subtypes. Social Psychology, 46(4), 210-217.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Skill: Professional Development in Psychology
In class assignment: Look over CV and Resume for fellow RA and provide feedback on Google Docs. Week 8 - October 21-27 Skill Homework: Send CV and Resume for feedback to instructor by 8 p.m. the day after lab meeting after looking through peer feedback and example CV provided by instructor.
Skill: Methodology in Psychology Week 9 - October 28- November 3 Topic: RWA/Religious Fundamentalism
Last update: 8/9/18
Journal Article to Read Before Lab for Discussion: Johnson, M.K., Rowatt, W.C., Carlisle, R.D., LaBouff, J.P., & Patock- Peckham, J.A. (2012). Facets of right-wing authoritarianism mediate the relationship between religious fundamentalism and attitudes toward Arabs and African Americans. Journal for the Scientific Study of Religion, 51(1), 128-142.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Skill: Theories in Psychology
Skill Homework: Create a five-minute presentation on one of the following topics
● Realistic conflict theory Week 10 - November 4-10 ● Stereotype content map/BIAS map ● Stereotype threat ● Implicit bias/attitudes ● Systems justification theory
Graduate Outside Speaker
RAs: Fill in the Graduate Speaker Worksheet. Email final copy of worksheet to the TF by 8 pm the following day after lab meeting.
Topic: Intersectionality
Week 11 - November 11-17 Journal Article to Read Before Lab for Discussion: Purdie- Vaughns, V., & Eibach, R.P. (2008). Intersectional invisibility: The distinctive advantages and disadvantages of multiple subordinate- group identities. Sex Roles, 59(5-6), 377-391.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Week 12 - November 18-24 No Lab Meeting: Thanksgiving Break
Presentations and Celebration
Your presentation will be a poster on the project you have been Week 13 - November 25- working on this semester based on your final paper. It will include an December 1 introduction (background literature), and the results/a future study you would propose. *Please see poster example/rubric for more details.*
Last update: 8/9/18
Spring Semester
Week 1 - January 27 - Introductions, Expectations, & Paperwork February 2
Week 2 - February 3-9 No Class - SPSP 2019 Skill: How to use Qualtrics
Skill Homework: Go on Qualtrics and make an account. Browse the website and do the Qualtrics tutorials by 8 p.m. the day before lab meeting.
Theory: Realistic Conflict Theory
Week 3 - February 10-16 Journal Article to Read Before Lab for Discussion: Perry, R., Priest, N., Paradies, Y., Barlow, F.K., & Sibley, C.G. (2018). Barriers to multiculturalism: In-group favoritism and out-group hostility are independently associated with policy opposition. Social Psychological and Personality Science, 9(1), 89-98.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Skill: Methods of Idea Generation
Skill Homework: Complete the following assignments by 8 p.m. the day before lab meeting: - Skim Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review and assessment of research Week 4 - February 17-23 and practice. Annual review of psychology, 60, 339-367. We will discuss some of the methods during lab. - Prepare a paragraph based on the following question due by 8 p.m. the night before lab: if you could study any topic and design an experiment, what would it be and why? Be prepared to discuss these ideas in lab meeting.
Skill: Basic R Coding/SPSS (Returning RAs will do an advanced R session on data analysis)
Skill Homework: Complete the following assignments by 8 p.m. the day before lab meeting - Read the first three chapters in the “Discovering Statistics Week 5 - February 24- Using R” book March 2 - Download R studio (Field goes through that process in his book) - Do the “Trying R” tutorial through Code School and check out the UCLA page on R.
Topic: Stereotype content model/bias map
Last update: 8/9/18
Journal Article to Read Before Lab for Discussion: Durante, F., … , Teymoori, A. (2017). Ambivalent stereotypes link to peace, conflict, and inequality across 38 nations. Proceedings of the National Academy of Sciences of the United States of America, 114(4), 669-674.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Graduate Speaker
Week 6 - March 3-9 RAs: Fill in the Graduate Speaker Worksheet. Email final copy of worksheet to the TF by 8 pm the following day after lab meeting.
Skill: Check ins + Elevator Pitches
Skill Homework: Think about what is going right and what could be better in your RA experience this semester.
Be prepared to give a 5-minute update on the project(s) you have been working on and what you’ve been up to (i.e. what kinds of skills have you learned, what tasks have you done). Give a brief summary of the literature you have found for your final paper. Then, provide your ideas for potential research questions and a rough outline of a study you might propose for your final paper. Be prepared to answer Week 7 - March 10-16 questions on what you present in your update.
Topic: Stereotype threat
Journal Article to Read Before Lab for Discussion: Najdowski, C.J., Bottoms, B.L., & Goff, P.A. (2015). Stereotype threat and racial differences in citizens’ experiences of police encounters. Law and Human Behavior, 39(5), 463-477.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Week 8 - March 17-23 No Lab: Spring Break!
Skill: Creating & Presenting Research
Topic: Implicit bias/attitudes
Journal Article to Read Before Lab for Discussion: Wang-Jones, T.S., Alhassoon, O.M., & Hattrup, K., Ferdman, B.M., & Lowman, Week 9 - March 24-30 R.L. (2017). Development of gender identity implicit association tests to assess attitudes toward transmen and transwomen. Psychology of Sexual Orientation and Gender Diversity, 4(2), 169-183.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.* Last update: 8/9/18
Skill: Theories in Psychology
Skill Homework: Create a five minute presentation about one of the follow topics
Week 10 - March 31-April 6 ● Social Dominance Theory ● Social Identity Theory ● Intergroup Contact Theory ● Right-Wing Authoritarianism/Religious Fundamentalism ● Intersectionality
Graduate School Part 1
RAs: Complete the following assignments by 8 p.m. the day before lab meeting - Think about whether you are interested in graduate school. List 1-2 reasons why you want to go. - What would you like to know about the graduate school process? Week 11 - April 7-13 Theory: System Justification Theory
Journal Article to Read Before Lab for Discussion: Liviatan, I., & Jost, J.T. (2014). A social-cognitive analysis of system justification goal striving. Social Cognition, 32(2), 95-129.
*Bring in one question you have about the journal article above to ask in discussion that directly applies to the theory being discussed.*
Graduate School Part 2
Week 12 - April 14-20 RAs: Write a *rough* draft of a statement of purpose to email to your instructor by 8 p.m. the evening before lab.
Presentations and Celebration!
Your presentation will be a poster on the project you have been working on this semester and also based on your final paper. It will Week 13 - April 21-27 include an introduction (background literature), and the results/a future study you would propose. *Please see poster example/rubric for more details.*
Last update: 8/9/18
Reading List for Undergraduates Additional Optional Readings by Topic
Social Dominance Theory Bratt, C. Sidanius, J. & Sheehy-Skeffington, J. (2016). Shaping the development of prejudice: Latent growth modeling of the influence of Social Dominance Orientation on outgroup affect in youth. Personality and Social Psychology Bulletin. 1-8, DOI: 10.1177/0146167216666267.
Duckitt, J., Wagner, C., du Plessis, I., & Birum, I. (2002). The psychological bases of ideology and prejudice: Testing a dual process model. Journal of Personality and Social Psychology, 83, 75-93.
Ho, A. K., Sidanius, J., Pratto, F., Levin, S., Thomsen, L., Kteily, N., & Sheehy-Skeffington, J. (in press). Social dominance orientation: Revisiting the structure and function of a variable predicting social and political attitudes. Personality and Social Psychology Bulletin. Kteily, N. S., Sidanius, J., & Levin, S. (2011). Social dominance orientation: Cause or ‘mere effect’? Evidence for SDO as a causal predictor of prejudice and discrimination against ethnic and racial outgroups. Journal of Experimental Social Psychology, 47, 208-214. McDonald, Navarrete, & Sidanius (in press). Developing a Theory of Gendered Prejudice: An Evolutionary and Social Dominance Perspective. In Roderick Kramer, Geoffrey Leonardelli, & Robert Livingston (Eds.) Social cognition, and intergroup relations: A Festschrift in honor of Marilynn Brewer. (pp. 189-220). New York: Psychology Press. Sidanius, J. & Pratto, F. (1999). Social Dominance: An Intergroup Theory of Social Hierarchy and Oppression. New York: Cambridge University Press.
Other social-structural theories of intergroup relations Bobo, L. (1999). Prejudice as group position: Microfoundations of a sociological approach to racism and race relations. Journal of Social Issues, 55, 445-472. Jackman, M. (1994). The velvet glove: paternalism and conflict in gender, class and race relations. Berkeley: University of California Press. Jost, J.T., Banaji, M.R., & Nosek, B.A. (2004). A decade of system justification theory: Accumulated evidence of conscious and unconscious bolstering of the status quo. Political Psychology, 25, 881-919.
Modern Prejudice Glick, P. et al. (2000). Beyond prejudice as simple antipathy: Hostile and benevolent sexism across cultures. Journal of Personality & Social Psychology, 79, 763-775. Dovidio, J. F., & Gaertner, S. L. (1998). On the nature of contemporary prejudice: The causes, consequences, and challenges of aversive racism. In J. L. Eberhardt, & S. T Fiske (Eds.), Confronting Racism: The problem and the response. Thousand Oaks: Sage Publications, pp. 3-32. Sears, David O., & P. J. Henry (2005). The theory of symbolic racism after thirty years: A current appraisal. In Zanna, Mark P. (ED). (2005). Advances in experimental social psychology, Vol. 37. (pp. 95-150). New York: Academic Press.
Implicit Social Cognition Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality & Social Psychology, 56, 5-18. Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4-27
Stereotypes Last update: 8/9/18
Fiske, S. T., Cuddy, A., Glick, P., & Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Journal of Personality and Social Psychology, 82, 878- 902. Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
Social Policy Attitudes Haley, H., & Sidanius, J. (2006). The Positive and Negative Framing of Affirmative Action: A Group Dominance Perspective. Personality and Social Psychology Bulletin, 32, 656-668. Krysan, M. (2000). Prejudice, politics, and public opinion: Understanding the sources of racial policy attitudes. Annual Review of Sociology, 26, 136-168.
Evolutionary Approaches Dubreuil, B. (2010) Human Evolution and the Origins of Hierarchies. Cambridge: Cambridge University Press. Kurzban, R., Tooby, J. & Cosmides, L. (2001) Can race be erased? Coalitional computation and social categorization. Proceedings of the National Academy of Sciences, 98, 15287-15392. Olsson, A. Ebert, J. P., Banaji, M. R., & Phelps, E. A. (2005). The role of social groups in the persistence of learned fear. Science, 309, 785-787.
Navarrete, C.D., Olsson, A., Ho, A.K., Mendes, W.B., Thomsen, L., Sidanius, J. (2009). Fear extinction to an outgroup face: The role of target gender. Psychological Science, 20, 155‐158.
Navarrete, C. D., McDonald, M. M., Molina, L. E., & Sidanius, J. (2010). Prejudice at the Nexus of Race and Gender: An Outgroup Male Target Hypothesis. Journal of Personality and Social Psychology, 98, 933-945. Mahajan, N., Martinez, M. A., Gutierrez, N. L., Diesendruck, G., Banaji, M. R. & Santos, L. R. (2011). The Evolution of Intergroup Bias: Perceptions and Attitudes in Rhesus Macaques. Journal of Personality and Social Psychology, 100, 387- 405.
Social Categorization and Perception/Reification of Social Group Boundaries Ho, A. K., Sidanius, J., Levin, D. T. & Banaji, M. R. (2011). Evidence for hypodescent and racial hierarchy in the categorization and perception of biracial individuals. Journal of Personality and Social Psychology, 100, 492-506.
Caruso, E. M., Mead, N. L., & Balcetis, E. (2009). Political partisanship influences perception of biracial candidates’ skin tone. PNAS, 106, 20168-20173.
Halberstadt, J., Sherman, S. J., & Sherman, J. W. (2011). Why Barack Obama is Black: A cognitive account of hypodescent. Psychological Science, 22, 29-33.
The Ideological Justification of Social Inequality Katz, I., & Hass, R. (1988). Racial ambivalence and American value conflict: Correlational and priming studies of dual cognitive structures. Journal of Personality and Social Psychology, 55, 893-905. Knowles, E. D., Lowery, B. S., Chow, R. M., & Hogan, C. M. (2009). On the malleability of ideology: Motivated construals of color-blindness. Journal of Personality and Social Psychology, 96, 857-869. Thomsen, L., Green, E. G. T., Ho, A. K., Levin, S., van Laar, C., Sinclair, S., & Sidanius, J. (2010). Wolves in Sheep’s Clothing: SDO Asymmetrically Predicts Perceived Ethnic Victimization among White and Latino Students across Three Years. Personality and Social Psychology Bulletin, 36, 225-238.
Last update: 8/9/18
The Psychology of Social Stigma
Crocker, J., Major, B. & Steele, C. Social Stigma. In D. Gilbert & S. Fiske, (1998). Handbook of Social Psychology, Vol II. (ONLY pp. 504-508).
Jones, E. E., Farina, A., Hastorf, A., Markus, H. R., Miller, D., Scott, R. (1984). The dimensions of stigma. Social Stigma: The Psychology of Marked Relationships. (Chapter 2: pp. 24 – 79). New York: W. H. Freeman and Company.
Cottrell, C. A., & Neuberg, S. L. (2005). Different emotional reactions to different groups: A Sociofunctional threat- based approach to “prejudice.” Journal of Personality and Social Psychology, 88, 770-789.