TEXT: Understanding Culture's Influence on Behavior.
Richard Brislin. New York: Harcourt Brace, 1993.
Selected videos, journal articles and other readings as will be assigned in class.
THE CLASS:
The guiding principle for this course involves the professor's contention that the term
"nature/nurture controversy" has done considerable disservice to the social
sciences. By now we surely know that there is no controversy, that any meaningful
consideration of behavior must include both the biological and social learning substrates
to that behavior. In this course we will focus primarily on behavior in the cultural context,
while not forgetting that guiding principle. These behaviors and their meanings often
differ from one culture to another, and many of the problems that occur in intercultural
encounters are attributable to these differences. Most of the research that has defined
this field has taken place in a cross-cultural setting. We will examine some of that
research, and explore the special methods that are necessary for cross-cultural comparisons.
We will consider the notion that cross-cultural studies often have formed the basis for
consideration of biological substrates of a phenomonon when the behavior seems to be universal.
LEARNING OUTCOMES:
The course should result in the students' higher awareness of the balance between the social and biological
substrates of human behavior. The students' sensitivity to problems of intercultural conflict should be
heightened. Students should learn the difference between area studies, cross-cultural studies, and intercultural
studies, the method and theory that distinguishes each type of study, and the resulting applications that
emerge from the studies. Students should learn the basics of successful cross-cultural research and be competent
to conduct a valid study of behavior in the cross-cultural context.
CLASS PROCESS:
Students should bear in mind that by enrolling in an upper division course they
are assuming a greater responsibility for working independently than is usually
expected in lower division and/or introductory courses. In particular, students
in this course should understand that they are responsible for reading and
studying all the material in the textbook and any other assigned readings,
whether or not that material is covered in the class lectures, discussions and
exercises. The class presentations and videos will serve to illustrate and/or augment
some aspects of the topic of the assigned reading, but not necessarily with
any specific reference to that reading. The class presentations will proceed
with the assumption that the students have read the assigned material before
attending the class.
Classroom participation and discussions of the subject matter are expected and
encouraged. If no questions are asked it will be assumed that the material
under consideration has been understood. Presentations to the class by students
are most strongly invited, and will be scheduled as time permits on a first-come
first-served basis. Two or three points of extra credit will be awarded for
each presentation.
Attendance will be taken at the beginning of the class each day.
One point toward the final grade will counted for each day when
a student is present on time when the attendance is taken. Attendence will
account for approximately 25 percent of the semester grade.
EXAMS & GRADES:
Each exam counts for about 25 percent. The three highest grades will be
added, and the lowest grade dropped. The final exam
is not cumulative, but similar in format to the other exams.
Thus, the exams will account for about three-quarters of the total
course grade. There will be no make-up exams.
The exams will consist of a mixture of multiple-choice and short answer
questions. As a rough guide, students can anticipate that about a third of
the exam questions will be on material covered only in the class presentations,
a third on material covered in both the reading and in the classroom, and
about a third on material covered only in the assigned reading. The textbook
is very well organized: the chapter headings, subheadings, and sections form a good outline for
studying the material, and liberal use of bold-face and italics serve to
further indicate especially important concepts. No formal review for exams
will be prepared by the professor.
Pop quizzes may occur at any time, and can contribute from 1 to 5 points
depending on the nature of the question(s) asked. There will be no
make-up for missed pop quizzes.
The total possible points from the required items (exams,
quizzes, attendence, class participation) will be scaled to 100, and the course grade curve will
be determined from these points. Extra credit derived from class presentations
will be added on after this scaling. The professor will determine the letter
grades as a curve function of the distribution of scores in the class. Past
experience suggests the breakpoints usually fall at about 90, 80, 70, and 60
percent for A, B, C, and D, respectively.
OFFICE HOURS:
Tuesdays 12:00 - 1:00
PROFESSOR:
Dr. Boucher studied psycholinguistics at the University
of Illinois, and social psychology and nonverbal emotional behavior
at the University of California, San Francisco Medical Center. In 1971 through 1973 as
a Research Psychologist for the UCSF he was seconded to the Institute for Medical Research in
Kuala Lumpur, Malaysia, researching the nonverbal and emotional behavior of Malaysians,
including an extended residence in a forest village of the Temuan Aborigines.
From 1974 through 1989 he was a member of the senior academic staff of the
East-West Center in Honolulu, Hawaii, and was a member of the affiliate graduate faculty in the departments
of communication and psychology at the University of Hawaii. He served as
Adjunct Professor of Communication at the University of Arizona and Visiting Professor
of Psychology at Western Washington State University. He has taught and
performed research in many different countries, and has published extensively
in the areas of culture and emotional behavior, ethnic conflict and cultural
relations. He is a Founding Fellow of the International Academy of Intercultural Relations,
a Fellow of the American Psychological Association,
and is a Director and Fellow of the Institute for Corean-American Studies.
| SCHEDULE: |
| Jan 22 | Introduction, Class Overview, Administrivia. |
| Jan 24 - 29 | Chapter 1: Conceptualizing Culture and Its Impact.
Videos: Elephants and Rhinos, Mirror Neurons,
Guardians of the Flutes. |
| Jan 31 - Feb 5 | Chapter 2: Theoretical Concepts for Understanding Culture. |
| Feb 7 - 12 | Chapter 3: Some Methodological Concerns in Intercultural
and Cross-Cultural Research.
Video: Clips from Korean KBS News. |
| Feb 14 | To be announced. |
| Feb 19 | Exam 1. |
| Feb 21 - 26 | Chapter 4: Socialization.
Video: The Japanese Version
Video: Trobriand Cricket. |
| Feb 28 - Mar 4 | Chapter 5: Formal Educational Experiences.
Video: Challenge to America |
| Mar 6 - 11 | Chapter 6: Intergroup Relations: Cultures in Contact.
Video: An Act of War |
| Mar 13 | Exam 2. |
| Mar 18 - 20 | Spring Break. |
| Mar 25- 27 | Chapter 7: Interacting Successfully With People From Other Cultures.
Video: Clips from Holy Ghost People |
| Apr 1 - 3 | Chapter 8: Culture's Effects on the Work World. |
| Apr 8 - 10 | Chapter 9: Culture and Gender.
Videos: Takarazuka,
clips from Carmen and Not Without My Veil. |
| Apr 15 | To be announced. |
| Apr 17 | Exam 3. |
| Apr 22 - 24 | Chapter 10: Culture and Health.
Video: Clips from KBS Shamen and Indonesian Bomoh |
| Apr 29 - May 1 | Chapter 11: Some Predictions for the Future. |
| May 6 - 8 | Wrap-up |
| May 13 | Final Exam (3:30 PM) |
Return to Boucher's Home Page
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