The Effect of Response Cards on Participation and Weekly Quiz Scores of University Students Enrolled in Introductory Psychology Courses

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

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Perceptions of Psychology as a Science among University Students: The Influence of Psychology Courses and Major of Study

Psychological Reports ◽

10.2466/pr0.105.2.383-388 ◽

2009 ◽

Vol 105 (2) ◽

pp. 383-388 ◽

Cited By ~ 5

Author(s):

Jared M. Bartels ◽

Ryan M. Hinds ◽

Laura A. Glass ◽

Joseph J. Ryan

Keyword(s):

University Students ◽

Natural Science ◽

Science Majors ◽

Psychology Education ◽

Psychology Courses ◽

The Relationship

The goal was to examine the relationship between the number of psychology courses students have taken and their perceptions of psychology as a science. Additionally, differences in perceptions of psychology among psychology, education, and natural science majors were examined. Results indicated that students who had taken four or more psychology courses had more favorable perceptions of psychology as a science compared to those who had taken no courses or one course and those who had taken two to three courses. No significant differences in overall perceptions of psychology emerged among students in the three majors.

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The Effects of Guided Notes on Pre-lecture Quiz Scores in Introductory Psychology

Journal of Behavioral Education ◽

10.1007/s10864-017-9274-7 ◽

2017 ◽

Vol 27 (1) ◽

pp. 101-123 ◽

Cited By ~ 1

Author(s):

Kathryn Glodowski ◽

Rachel Thompson

Keyword(s):

Introductory Psychology ◽

Guided Notes ◽

Quiz Scores

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Where are the Latinas?

Psychology of Women Quarterly ◽

10.1111/j.1471-6402.1998.tb00141.x ◽

1998 ◽

Vol 22 (1) ◽

pp. 53-68 ◽

Cited By ~ 4

Author(s):

Angela B. Ginorio ◽

Lorraine J. Martínez

Keyword(s):

Gender Role ◽

Educational Achievement ◽

Introductory Psychology ◽

Racial Groups ◽

Gender Role Socialization ◽

Role Socialization ◽

Psychology Courses

The inclusion of scholarship about Latinas into psychology courses is considered by answering two questions: (1) How do we evaluate the scholarship that should be included? (2) What factors should be considered for inclusion? To answer the first question on the evaluation of scholarship, six criteria are presented. The factors to be considered for the inclusion of scholarship about Latinas are illustrated in a discussion of three topics that are often presented in introductory psychology courses: identity, gender role socialization, and educational achievement and aspirations. Our discussion questions the validity of the conceptualization of these three topics when Latinas and other ethno-racial groups are excluded and offers evidence of the possibilities for clarification and expansion of theory and knowledge when they are included.

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