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COMMUNICATION STUDIES 590: INTERGROUP COMMUNICATION

Spring 2015

Professor: Jessica Abrams, PhD

Contact Info:Email:

Office: AS 365

On campus office hours: Mo 10:00- 10:45AM

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

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

Course Meets: We4:00PM-6:45PM

LAB 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.

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

Discussion Questions10 points (2%)

Theory Presentation100 points (17%)

Vitality Analysis Presentation100 points (17%)

Media Analysis Presentation100 points (17%)

Annotated Bibliography40 points (7%)

Outline30 points (5%)

Draft #1 60 points (10%)

Draft #260 points (10%)

Final Paper100 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 stampedwill not be accepted. Work sent via email

will not be accepted.

Attendance:Attendance at lectureis 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

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 andassignments be

accepted 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:

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 notifyingthe 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:

Emergency:Should an emergency occur on campus, please be prepared by reading the

following document:

TENTATIVE READING AND LECTURE SCHEDULE

WeekDayDateLecture Topic& AssignmentsReading

1W1/21Course IntroductionBB #1; Ch1

2W1/28Social Identity TheoryBB #2 & #3

Discussion Questions DUE: EVERYONE

3W2/4Group VitalityBB #4; Ch 8

Discussion Questions DUE: EVERYONE

4W2/11Parasocial Contact HypothesisBB #5 & #6

Theory Facilitation:

5W2/18Social identity gratificationsBB #7, Ch 27

Theory Facilitation:

6W2/25Self-Categorization TheoryBB #8 & #9

Theory Facilitation:

Annotated Bibliography DUE

7W3/4Communication AccommodationBB #10; Ch 5, 7, 9 Theory Facilitation: 10

Vitality Analysis:

8W3/11System Justification TheoryBB #11 & 12

Theory Facilitation:

Vitality Analysis:

Paper Outline DUE

9W3/18Social Dominance TheoryBB #13 & 14; Ch 11

Theory Facilitation:

Vitality Analysis:

10W3/25Vitality Analysis:Ch 20

Draft #1 DUE

11W4/1Spring Break – No Classes

12W4/8Contact Theory Ch 13 & 14; BB #15, Theory Facilitation: 16 & 17

Vitality Analysis:

13W4/15Vitality Analyses (2):Ch 26

14W4/22Media Analysis Presentations(3):Ch 3

Draft #2 DUE

15W4/29Media Analysis Presentations(4):Ch 28

16W5/6Paper Working Session/Course Wrap-Up

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

BEACHBOARD READINGS

Intergroup 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 Theory

2. 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.

Vitality

4. 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 Gratifications

7. Abrams, J. R. & Giles, H. (2007). Ethnic identity gratifications selection and avoidance by African Americans: A group vitality and social identity gratifications perspective. Media Psychology, 9, 115–134.

Self-Categorization Theory

8. 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 Theory

10. 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.

System Justification Theory

11. 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 Theory

13. 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: StanfordUniversity 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 Theory

15. 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.

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 orcontroversy, 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.

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 6–7for options) and offer a 45-minute formalpresentation 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 theory
  • Who created the theory?
  • Why was the theory developed?
  • Identify and explain the central assumptions of the theory
  • Identify and define the key variables of the theory
  • How is the theory connected to social identity theory?
  • Identify how the theory is used in intergroup research
  • Locate two intergroup research articles that rely on the theory (published since 1995).
  • 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
  • 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 shouldask probing questions, be interactive, engaging, positive, and supportive of learning.
  • Turn inan 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)

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.
  • 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 presentation
  • 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 inan outline of the presentation, which should include references to the professor
  • Grading criteria:
  • Demonstrated understanding of vitality
  • Quality and depth of research
  • Analysis offered
  • Presentation skills, including verbal and nonverbal communication, organization, and attitude and disposition
  • Use of time (presentations significantly under or over time will be penalized)

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
  • This is a formal presentation
  • Length should be 30 minutes
  • 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)
  • Artifact
  • Students may select one or more appropriate mass media artifact(s) in which the group is represented
  • Artifacts include, but not limited to advertisements, cartoons, comic books, newspapers, movies, television, music, literature (e.g., books or poetry), the Internet
  • Analysis
  • 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)
  • Research
  • 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.
  • Outline
  • Turn an outline of the presentation and the three articles in to the professor

Grading 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)

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.