PSYCHOLOGY OF STEREOTYPICAL-PREJUDICIAL ATTITUDES IN LIFE SPAN (WITH LABORATORY)
Academic Year 2022/2023 - Teacher: Elena COMMODARIExpected Learning Outcomes
The course introduces the main theoretical, methodological, and research perspectives on stereotypical and prejudicial thinking, with attention to the new forms of prejudice, in the life span. At the end of the course, students must know the main theories and methods of analysis of the constructs of prejudice and stereotype and be aware of the different fields of application. Some current forms of prejudice will be explored.
Course Structure
lessons and laboratories
Should teaching be carried out in mixed mode or remotely, changes will be introduced, in line with the program.
Required Prerequisites
Detailed Course Content
I) The nature of the prejudice,
2) Social categorization and prejudice
3)Stereotypes
4) The development of prejudice in children and the awareness of social categories
5) Prejudice and intergroup relations
6) New and old forms of prejudice
7 The prejudice from the point of view of its recipient
8) The reduction of the prejudice
Textbook Information
) Rupert Brown, Psicologia del Pregiudizio, Il Mulino
2) Loris Vezzli, Ridurre il pregiudizio in classe, Utet
selection of articles (STUDIUM)
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | 1. Che cosa è il pregiudizio? | testo 1 |
| 2 | l’ approccio sociopsicologico allo studio del pregiudizio | testo 1 |
| 3 | La personalità incline al pregiudizio | testo 1 |
| 4 | Gli stereotipi: cosa sono e come si sviluppano | testo 1 |
| 5 | Uso e modifica degli stereotipi | testo 1 |
| 6 | Il pregiudizio nei bambini | testo 1 |
| 7 | La consapevolezza delle categorie sociali nei bambini | testo 1 |
| 8 | la riduzione del pregiudizio | testo 1 e testo 2 |
| 9 | Nuove e vecchie forme di pregiudizio | testo 1 |
| 10 | Il pregiudizio dal punto di vista del suo destinatario | testo 1 |
Learning Assessment
Learning Assessment Procedures
The exam takes place in oral form. The final assessment can benefit from the outcome of individual or group exercises planned by the teacher whose participation is not compulsory.
Students attending laboratory activities (equivalent to 3 credits) and who intend to use, through validation, the corresponding hours for the purposes of the Internship are required to write a report on the topics of the Laboratory. This report will be delivered by the student to the Internship Office. Students who attend the workshops (3 credits) and participate in all required activities and exercises are exempted from studying the selection of articles.
To guarantee equal opportunities and in compliance with the laws in force, students enrolled in CINAP are invited to contact the teacher at the start of the course to plan any compensatory and/or dispensatory measure.
The evaluation criteria are :
Adequacy of expression regarding the contents and method
Thematic awareness and lexical correctness
Critical in-depth skills
Interdisciplinary liaison skills
Ability to rework knowledge
Ability to transfer knowledge to operational contexts
Examples of frequently asked questions and / or exercises
Although it is not possible to identify and list pre-established series of "frequently asked questions", a circumstance that would encourage some students to focus their preparation only on these questions, some examples of questions are presented for explanatory purposes only, The evaluation will focus on all the topics of the Syllabus and the questions will be differentiated by difficulty, some basic for passing the exam, others for in-depth analysis useful for obtaining the highest marks in the range.
Examples of questions
how prejudicial thinking develops in children?
What is the stage of life characterized by the latency of prejudice?