COMMUNICATION STUDIES 590: INTERGROUP COMMUNICATION Spring 2015

Professor: Jessica Abrams, PhD

Contact Info: Email: jessica.abrams@csulb.eduOffice: AS 365On campus office hours: Mo 10:00 - 10:45AM

We 2:15PM - 3:45PM or by appointment

Off campus office hours via phone can be made by appointment.

Course Meets: We 4:00PM - 6:45PMLAB Room 224

Course Description: This course introduces students to intergroup communication, which is a relatively new subfield in the communication discipline that examines how individuals communicate with each other as members of particular social groups, rather than as unique individuals based on personal characteristics. This class will examine a wide array of social group memberships by introducing students to the dominant theories of intergroup relations: Social identity theory, social dominance theory, terror management theory, social identity gratification theory, parasocial contact hypothesis, self-categorization theory, communication accommodation theory, ethnolinguistic vitality theory, and contact theory. These theories will provide critical lenses through which students will have the opportunity to explore intergroup contexts and conflicts around the globe. In doing so, the course will offer a survey of research in intergroup communication and provide an overview of the concepts, issues, and theories associated with the area.

Course Goals: The course goals include introducing students to: 1) intergroup communication, 2) group identity, 3) the role of power in intergroup communication, 4) how stereotypes and prejudice undergird intergroup communication, 5) how language influences identity, 5) the role media play in how people learn about social groups, 5) the relationship between group identity and behavior, and 6) how to improve intergroup relations.

Course Objectives: The objectives of the course are for students to: 1) identify their own social group memberships, 2) recognize intergroup communication, 3) comprehend the relationship between language and identity, 4) acquire an appreciation of intergroup theories, 5) understand the power of media in intergroup relations, 6) analyze intergroup relations around the world, and 7) detect the relationship between identity and behavior.

Required Reading: Giles, H. (2012). The handbook of intergroup communication. New York and London: Routledge.

BeachBoard Readings that are assigned weekly.

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Assessments: Your evaluation in the course will be based on the following:

Discussion Questions 10 points (2%)Theory Presentation 100 points (17%)Vitality Analysis Presentation 100 points (17%)Media Analysis Presentation 100 points (17%)Annotated Bibliography 40 points (7%)Outline 30 points (5%)Draft #1 60 points (10%)Draft #2 60 points (10%)Final Paper 100 points (17%)

_____________________600 TOTAL POINTS

Course Policies

Grading: Grading is distributed via “points” rather than “letter grades.” The final grade earned in the class will be determined by considering the point distribution for the entire class as well as a standard normal curve (e.g., 100% - 90% = A, 89% - 80% = B, 79% - 70% = C, 69% - 60% = D, anything below 59% = F). All questions (and potential errors) regarding points earned for any assignment or exam must be brought to the attention of the professor within one week of receiving the score. No changes or adjustments in points will be allowed after one week.

Late Work: All assignments are due at the beginning of class. Any assignment turned in after the beginning of class is considered late. Importantly, not all assignments are accepted late (see the directions for each assignment). If the assignment is accepted late, then the following penalties will apply:

-5 points = The assignment is received on the due date but after the beginning of class-10 points = The assignment is received one day after the due date-15 points = The assignment is received two days after the due date-20 points = The assignment is received three days after the due date-25 points = The assignment is received four days after the due date-30 points = The assignment is received five days after the due date

The assignment will not be accepted after five days of the due date.

Please do not slide work under the professor’s door. Late work should be turned into the Communication Studies main office (AS 309). The work must be stamped with the date and time(ask the administrative assistant). Work not stamped will not be accepted. Work sent via emailwill not be accepted.

Attendance: Attendance at lecture is required. Part of the success of the course depends on students being present physically and mentally. Therefore, it is also expected that students will actively participate in course discussion. Relatedly, students should show up on time,be prepared (i.e., have done the reading), not leave early, and not engage in any mediated communication (e.g., cell phone, text messaging). If the professor observes a student engaging in

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mediated communication, the student will be asked to leave the class for the remainder of the period. Students who miss more than two classes will have 25 points automatically deducted from their total points earned in the class.

Excused Absence: Only in the case of an “excused absence” will exams and assignments beaccepted late. The University Attendance Policy defines an excused absence as illness or injury to the student, death, injury, or serious illness of an immediate family member or the like, religious reasons, jury duty or government obligation, or university sanctioned or approved activities. In the rare instance of an excused absence, please contact the professor prior to any due dates. Students will also be asked to provide the professor with written documentation of the absence (e.g., medical note from physician). The policy can be read at: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/

Extra Credit: Extra credit will NOT be offered in the course.

Withdrawal: It is the student’s responsibility to withdraw from classes. Instructors have no obligation to withdraw students who do not attend courses, and may choose not to do so. Withdrawal from a course after the first two weeks of instruction requires the signature of the instructor and department chair, and is permissible only for serious and compelling reasons. During the final three weeks of instruction, withdrawals are not permitted except in cases such as accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student’s control and the assignment of an incomplete is not practical. Ordinarily, withdrawals in this category involve total withdrawal from the university.

Accommodation: The professor is happy to accommodate students with disabilities. The student is responsible for notifying the professor in advance of any accommodations needed and proper documentation will be required. In accordance with university policy, students with disabilities must verify their eligibility to receive accommodations through Disabled Student Services (562) 985-5401.

Academic dishonesty on any course assignment will result in receiving zero points on the assignment and will be reported to the university. See the university’s policy or ask the professor if you are unsure of what behaviors constitute academic dishonesty: http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02/

Emergency: Should an emergency occur on campus, please be prepared by reading thefollowing document: http://emergency.csulb.edu/pdf/emergency-procedures2.pdf

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TENTATIVE READING AND LECTURE SCHEDULE

Week Day Date Lecture Topic & Assignments Reading

1 W 1/21 Course Introduction BB #1; Ch1

2 W 1/28 Social Identity Theory BB #2 & #3Discussion Questions DUE: EVERYONE

3 W 2/4 Group Vitality BB #4; Ch 8Discussion Questions DUE: EVERYONE

4 W 2/11 Parasocial Contact Hypothesis BB #5 & #6Theory Facilitation:

5 W 2/18 Social identity gratifications BB #7, Ch 27Theory Facilitation:

6 W 2/25 Self-Categorization Theory BB #8 & #9Theory Facilitation:Annotated Bibliography DUE

7 W 3/4 Communication Accommodation BB #10; Ch 5, 7, 9 &Theory Facilitation: 10

Vitality Analysis:

8 W 3/11 System Justification Theory BB #11 & 12Theory Facilitation:Vitality Analysis:Paper Outline DUE

9 W 3/18 Social Dominance Theory BB #13 & 14; Ch 11Theory Facilitation:Vitality Analysis:

10 W 3/25 Vitality Analysis: Ch 20 Draft #1 DUE

11 W 4/1 Spring Break – No Classes

12 W 4/8 Contact Theory Ch 13 & 14; BB #15,Theory Facilitation: 16 & 17

Vitality Analysis:

13 W 4/15 Vitality Analyses (2): Ch 26

14 W 4/22 Media Analysis Presentations (3): Ch 3Draft #2 DUE

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15 W 4/29 Media Analysis Presentations (4): Ch 28

16 W 5/6 Paper Working Session/Course Wrap-Up

Final Paper is due on Wednesday, May 13, from 5:00PM - 7:00PM

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BEACHBOARD READINGSIntergroup Communication 1. Harwood, J., Giles, H., & Palomares (2005). Intergroup theory and communication processes.

In J. Harwood & H. Giles (Eds.), Intergroup communication: Multiple Perspectives (pp.1–17). New York: Peter Lang.

Social Identity Theory2. Tajfel, H. & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S.

Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (pp. 7–24). Chicago:Nelson-Hall Publishers.

3. Ellmers, N. & Haslam, S. A. (2012). Social identity theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), The handbook of theories of social psychology (pp. 379–398). Thousand Oaks, CA: Sage.

Vitality4. Giles, H., Bourhis, R. Y., & Taylor, D. M. (1977). Towards a theory of language in ethnic

group relations. In H. Giles (Ed.), Language, ethnicity, and intergroup relations (pp.307–348). London: Academic Press.

Parasocial Contact Hypothesis 5. Shiappa, E., Gregg, P. B., & Hewes, D. E. (2005). The parasocial contact hypothesis.

Communication Monographs, 72, 92–115.

6. Mastro, D. (2010). Intergroup communication in the context of traditional media. In H. Giles, S. Reid, & J. Harwood (Eds.), The dynamics of intergroup communication (pp. 195–207). New York: Peter Lang.

Social Identity Gratifications7. Abrams, J. R. & Giles, H. (2007). Ethnic identity gratifications selection and avoidance by

African Americans: A group vitality and social identity gratifications perspective. MediaPsychology, 9, 115–134.

Self-Categorization Theory8. Turner, J. C. (1987). A self-categorization theory. In J. C. Turner, M. A. Hogg, P. J. Oakes, S.

D. Reicher, & M. S. Wetherell, Rediscovering the social group: A self-categorization theory (pp. 42–67). Oxford, UK: Basil Blackwell.

9. Reid, S. A., Giles, H., & Harwood, J. (2005). A self-categorization perspective on communication and intergroup relations. In J. Harwood & H. Giles (Eds.), Intergroup communication: Multiple Perspectives (pp. 241–263). New York: Peter Lang.

Communication Accommodation Theory10. Gallois, C., Ogay, T., & Giles, H. (2005). Communication accommodation theory: A look

back and a look ahead. In W. B. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 121–148). Thousand Oaks, CA: Sage.

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System Justification Theory11. Jost, J. T., & Banaji, M. R. (1994). The role of stereotyping in system-justification and the

production of false consciousness. British Journal of Social Psychology, 33, 1–27.

12. Jost, J. T., & van der Toorn, J. (2012). System justification theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), The handbook of theories of social psychology (pp. 313–343). Thousand Oaks, CA: Sage.

Social Dominance Theory13. Sidanius, J., & Pratto, F. (1993). The inevitability of oppression and the dynamics of social

dominance. In P. M. Sniderman, P. E. Tetlock, & E. G. Carmines (Eds.), Prejudice, politics, and the American dilemma (pp. 171–211). Stanford, CA: Stanford University Press.

14. Sidanius, J., & Pratto, F. (2012). Social dominance theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), The handbook of theories of social psychology (pp. 418–438). Thousand Oaks, CA: Sage.

Contact Theory15. Dovidio, J. F., Gaertner, S. L., & Kawakami, K. (2003). Intergroup contact: The past,

present, and the future. Group Processes & Intergroup Relations, 6, 5–21.

16. Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90, 751–783.

17. Pettigrew, T. F., Tropp, L. R., Wagner, U., & Christ, O. (2011). Recent advances in intergroup contact theory. International Journal of Intercultural Relations, 35, 271–280.

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DISCUSSION QUESTIONS

Purpose: The purpose of this assignment is to facilitate discussion about course readings, get students comfortable with speaking in class, and foster critical thinking about material.

Procedure: Students will be responsible for writing and posing to the class three discussion questions related to the assigned readings. The questions should be designed to elicit discussion among the class. For example, questions may raise important issues, provoke thought or controversy, or generate research ideas. Questions may also address any uncertainty about the reading or seek clarity about the material. Importantly, the questions should reflect a critical analysis of the material.

Format: Questions should be typed in 12-point Times New Roman and turned in on a single sheet of paper. This assignment will be graded on a pass/fail basis and will not be accepted late. Due: January 28 and February 4.

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THEORY PRESENTATION

Purpose: The purpose of the theory presentation is to teach the class about intergroup theory.

Procedure: Students will select a theory in an area of intergroup communication (see p 6–7 for options) and offer a 45-minute formal presentation and discussion about the theory to the class. Students are expected to utilize the assigned readings to learn about the theory as well as their chosen articles. They should also consult other reference material. Presentations are expected to be informative, interactive, and engaging; therefore, presenters should use whatever material they want to teach the theory to the class (e.g., PowerPoint, handouts, media). Presentations will occur on the day the theory appears in the syllabus. This assignment will not be accepted late. The presenter should:

Summarize the theoryo Who created the theory?o Why was the theory developed?o Identify and explain the central assumptions of the theoryo Identify and define the key variables of the theoryo How is the theory connected to social identity theory?

Identify how the theory is used in intergroup researcho Locate two intergroup research articles that rely on the theory (published

since 1995). o The purpose of locating articles is to provide some examples of how the

theory has been used in research. Students should adeptly incorporate the articles into their presentation. For example, students may want to use the articles to generate discussion or to illustrate various aspects of the theory.

Facilitate interaction and discussion o The presenter has the responsibility of ensuring the classes’

comprehension of the theory as well as facilitating interaction with the class via question asking or dialogue. While the presenter is not expected to be an expert on the theory, the presenter must show command of, and be conversant in, the theory. In other words, the presenter should demonstrate thoughtful reflection on the theory. The presenter should ask probing questions, be interactive, engaging, positive, and supportive of learning.

Turn in an outline of the presentation and the two articles to the professor

Grading criteria: Demonstration of theory comprehension Presentation skills, including verbal and nonverbal communication, organization,

and attitude and disposition Quality of questions Quality of discussion Leadership skills Class involvement Use of time (presentations significantly under or over time will be penalized)

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VITALITY ANALYSIS PRESENTATION

Purpose: One of the goals of this course is for students to realize the power dynamics underlying intergroup relations. Vitality is an intergroup theory that provides a useful framework for understanding status hierarchies. Therefore, the purpose of the following assignment is for students to conduct an objective and subjective vitality analysis on a social group of their choice.

Procedure: Students will conduct research on the group and present their analyses to the class in a 45-minute presentation. Late presentations will not be accepted.

Research Students should attempt to gather as much information as possible about the

chosen group’s vitality. Specifically, students should use the vitality chart as a guide and research every variable in vitality.

o When conducting research, students should be cognizant about where the research is coming from. Be sure to use credible sources. If students are not sure if the information is credible, ask the professor or attempt to locate additional sources.

Presentation Specifics This is a formal presentation Length should be 45 minutes Students may use whatever means they find valuable (e.g., PowerPoint,

chalkboard, video, audio, overhead) to make the presentation more apparent or interesting to the class

The vitality analysis should constitute the body of the presentationo Other issues students may want to address:

Does the objective vitality analysis match a subjective vitality analysis?

What does the vitality analysis suggest about the power of the group?

What are the relative comparative outgroups? Is one factor or variable in vitality more important than another? What is the role of language to the group (e.g., does the group have

their own language or are there pejoratives that refer to the group)? How is the group’s vitality related to strategies of social change in

SIT? How much collective self-esteem do members of the group have? Why was the group chosen? What did students learn from the exercise?

Turn in an outline of the presentation, which should include references to the professor

Grading criteria: o Demonstrated understanding of vitalityo Quality and depth of researcho Analysis offered

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o Presentation skills, including verbal and nonverbal communication, organization, and attitude and disposition

o Use of time (presentations significantly under or over time will be penalized)

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MEDIA ANALYSIS PRESENTATION

Purpose: Throughout the course, the role of mass communication as a rich source for highlighting, hindering, and helping different social groups is stressed. The purpose of the following assignment is to analyze the media representation of a social group of students’ choice.

Procedure: Students will select a media artifact(s) on a social group and analyze the artifact using concepts and theories from class. Late presentations will not be accepted.

Presentation Specifics Presentation

o This is a formal presentationo Length should be 30 minuteso Students may use whatever means they find valuable to make the

presentation more apparent or interesting to the class (e.g., PowerPoint, chalkboard, video, audio, overhead, discussion)

Artifacto Students may select one or more appropriate mass media artifact(s) in

which the group is representedo Artifacts include, but not limited to advertisements, cartoons, comic

books, newspapers, movies, television, music, literature (e.g., books or poetry), the Internet

Analysiso Students should analyze their artifact(s) using any concept(s) and

theory(ies) covered in class. Therefore, students should select a media event that clearly, completely, and creatively illustrates intergroup concept(s)/theory(ies)

Researcho Students are required to incorporate at least 3 scholarly articles that

address the media representation of the group they have selected. Students should strategically utilize and creatively integrate the articles into their presentation.

Outlineo Turn an outline of the presentation and the three articles in to the

professorGrading Criteria:

Selection of media artifact(s) Demonstrated understanding of concepts and theory Clarity of explanation of concepts and theory Analysis of how event exemplifies concepts and theory Selection and integration of research articles Creativity Presentation skills, including verbal and nonverbal communication, organization,

and attitude and disposition Use of time (presentations significantly under or over time will be penalized)

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CLASS WRITING PROJECT

Purpose: The purpose of the class writing project is for students to gain a deeper understanding of intergroup communication. Because writing requires more cognitive elaboration on a topic, writing facilitates greater comprehension of material. Therefore, students will work as a team(s) to write a paper on an intergroup communication topic.

Procedure: All students in the class will comprise the research writing team(s). In consultation with the professor, the team(s) is first responsible for selecting a research topic. Next, each member of the team(s) will turn in an annotated bibliography. Following the annotated bibliography, the team(s) will turn in an outline of the paper. During the time in which the outline is written, and after consulting with the professor, the team(s), in consultation with the professor, should divide the work load. Invariably, some researchers will have more responsibility than others. With this in mind, as is standard in research, greater responsibility will be reflected in the author order on the paper. If, by chance, all team members contribute equally to the paper, then authors will be listed alphabetically. After completing the outline, each member of the team will turn in a draft of their particular section. The second draft will reflect the merging and integration of each section and thus should represent one cohesive paper. On the day of the final exam, the team(s) will turn in their final draft. Every component of this project should be written according to APA (6th Edition).

Annotated Bibliography An annotated bibliography is a list of reference citations that the researcher

has collected for a project. With this in mind, the purpose of this assignment is for students to begin collecting and familiarizing themselves with research relevant to their topic.

Specificso Students should conduct research on their topic and identify articles

and book chapters that are relevant. Students should read each reference and then select 15 sources for the bibliography; 10 must be quantitative journal articles

o The researcher should briefly summarize each reference and address the utility of the reference for the project

The summary is expected to be short and concise, but complete (no more than 150 words)

o Put a cover sheet on the paper, and be sure your name does not appear anywhere in the paper except on the cover sheet. Any paper not stapled will not be accepted. Do not put your paper in a folder or binder. See the syllabus regarding late work.

o Graded individually Grading Criteria:

Amount, type, and length of references Relevance of references Explanation of the utility of references

o Due February 25

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Outline Now that the team(s) has a focus, a bibliography from which to work, and has

consulted with the professor, they should prepare a detailed outline of the paper.

Specificso The outline should indicate which member of the team(s) is writing

each sectiono References should be cited and the outline should include a reference

page o Graded as a team

Grading Criteria: Clarity Organization References identified and cited Researcher identified

o Due March 11Draft #1

After taking into account the professor’s feedback on the outline, each member of the team(s) should write their own section of the paper

Graded individuallyo Grading Criteria

Paper mechanics, including grammar, punctuation, clarity, and organization

Demonstrated understanding of topic Demonstrated understanding of course concepts and theory Selection and integration of research articles and theory Analysis of topic using course concepts and theory

Due March 25

Draft #2 The second draft should merge each team member’s individual section into

one cohesive paperSpecificso The draft should include suggested changes made by the professor to

each member’s individual section o The paper should have a working title and title pageo The team(s) should work collectively to organize and integrate all

sections of the paper. With this in mind, the team(s) should pay particular attention to the transitions and flow of the paper.

o The lead author(s) have the responsibility for actually making the changes

o Graded as a team Grading Criteria:

Integration of all sections of the paper Paper mechanics, including grammar, punctuation,

clarity, and organization

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Demonstrated understanding of topic Demonstrated understanding of course concepts and

theory Selection and integration of research articles and theory Analysis of topic using course concepts and theory

o Due April 22

Final Paper The final paper should reflect the team’s best attempt at writing the paper

Specificso The final paper should incorporate any suggested changes made by the

professor in the last draft or in person If a particular section(s) of the paper requires extensive re-

working, then the team member who wrote that section is responsible for making the changes. If the changes are minimal, then the lead author(s) will make them. The professor will consult with the team to determine who should make what changes.

o Graded as a team Grading Criteria:

Integration of all sections of the paper Paper mechanics, including grammar, punctuation,

clarity, and organization Demonstrated understanding of topic Demonstrated understanding of course concepts and

theory Selection and integration of research articles and theory Analysis of topic using course concepts and theory

o Due May 13

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