Essay Social Psychology

925 North Spurgeon Street, Santa Ana, CA 92701 Phone: 714-547-9625 Fax: 714-547-5777


PSY 228 Social Psychology




Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework.

The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course.

Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated.

As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include:

Lesson Review Exercises

Key Term Reviews


Study Guide Review

Writing Assignments

Review Grading Rubric

Unit Examinations

Proctored Final Examination

Course Academic Online Discussions

Student/Instructor Interaction

Documents/Student Resources

As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some samples of this type of activity may include:


Reading Assignments

Key Term Reviews

Studying for Examinations

Writing Assignments

Review Grading Rubric

Study Lesson Review Exercises

Internet/Web Research

Reading Websites

Suggested Outside Reading




Sample Worksheet for Tracking Your Academic Activities

Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask you the number of hours it took to complete the course. The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time (135 hours) are required for a 3 credit hour course.

This worksheet was developed as a tool to help track your time. You are not required to turn it in.

length of time to


length of time to


length of time to


length of time to

complete Unit 1 Unit 2 Unit 3 Unit 4 Totals

Academic Engagement Activities Lesson Review Exercises Key Term Review Exercises Study Guide Review Documents/Student Resources Writing Assignments Review Grading Rubric Unit Examinations Proctored Final Examination Case Studies/Critical Analysis Course Academic Online Discussions Student/Instructor Interactions

Total Academic Engagement required for a 3 unit course = 45 hours

Academic Preparation Activities Pre-Test Reading Assignments Analyze Case Studies/Critical Analysis Key Term Review Exercises Study for Examinations Suggested Outside Readings Web Research Writing Assignments Review Grading Rubric Reading Websites Study Lesson Review Exercises

Total Academic Preparation required for a 3 unit course = 90 hours

Grand total of hours of various learning activities in completing this course




Pre-test Instructions

Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure your knowledge of the subject matter at the beginning of each course.

Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting place,” that will be used for improving course content and to meet accreditation requirements.

If you receive your course materials online: • Please log-in to your Coast Connection student portal to complete your pre-test.

If you receive your course materials by mail: • You will receive your answer sheets for the pre-test by mail. • Once you have completed your pre-test, please mail or fax your answer sheet to the University at:

California Coast University 925 N. Spurgeon Street Santa Ana, CA 92701 Fax: 714-547-1451

If you have any questions, please feel free to contact the Student Services Department. Thank you for your cooperation.






PSY 228 Social Psychology

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

Which early sociologist emphasized the role of society in the development of the self? 1.

George Herbert Meada. Karl Marxb. Georg Simmerc. Herbert Blumer d.

____________ is the study of the effects of society on social-psychological processes, also 2. known as sociological social psychology.

sociologya. microsociologyb. macrosociologyc. psychology d.

Which of the following is considered a major dimension of group processes? 3.

legitimacya. justiceb. powerc. All of the above. d.

Perspective within symbolic interactionism that focuses on the quantitative study of social 4. interaction processes because of the stable nature of social life.

Chicago Schoola. Indiana Schoolb. Iowa Schoolc. both b and c d.

The research technique called “autoethnograpy” is associated with which social psychological 5. perspective?

symbolic interactiona. social structure and personalityb. group processesc. structural functionalism d.

Participants of an experiment that are not exposed to the independent variable. 6.

control groupa. convenience sampleb. focus groupc. experimental groupd.





PSY 228 Social Psychology

The Wisconsin Model of Status Attainment is based on a study that began in ____________ 7. that was primarily led by ____________.

1957; Sewella. 1962; Nielsonb. 1965; Granovetterc. 1973; Kohn d.

According to research by Lucas and others, how can individuals with lower cultural status best 8. gain status in groups?

Give that person legitimate authority to lead the group.a. The person should focus on the success of the group, rather then her own interests.b. The person should provide a “kick back” to others in a group to get their leadership c. position. both a and b d.

Research in the 1960s showed a considerable overlap in ___________ and ___________ 9. occupations.

fathers’; sons’a. fathers’; daughters’b. mothers’; daughters’c. mothers’; sons’ d.

How did Joanne Nagel explain the increase in the number of people identifying themselves as 10. “American Indian” when the birth rates stayed the same?

Legal changes made scholarships more available to American Indians.a. The development of the “Red Power” movement shifted negative stereotypes of Indians.b. Urbanization made it easier for people to find and interact with other people that had c. some American-Indian heritage. All of the above. d.

The use of narratives and personal-stories is important to the process of _____________. 11.

symbolic interaction processa. identity control theoryb. mpression managementc. All of the above. d.





PSY 228 Social Psychology

Socialization is a process that _____________. 12.

begins at around two years of agea. lasts until the young twentiesb. begins at birth and continues through the life cyclec. both a and b d.

Sampson and Laub’s research on the impact of World War II (WWII) on men’s lives generally 13. showed that _____________.

WWII served as a turning point for all American soldiersa. IQ was the biggest factor in finding work after the warb. WWII only had an impact on soldiers if they served overseasc. most of the positive effects of war on the lives of soldiers came through their experience d. overseas, in-service training and access to programs like the GI Bill

Ausdale and Feagin’s research on children learning racism is important because 14. _______________.

it shows how children use race as a way to differentiate between peersa. it shows that children apply adult biases and racism in their day-to-day interactionsb. it shows that children use their own race as a way to gain acceptance by teachersc. both a and b d.

Most college students represent which type of person in Merton’s typology of deviance? 15.

conformistsa. innovatorsb. ritualistsc. retreatists d.

Component of social control theory referring to emotional bonds with other people in society. 16.

commitmenta. attachmentb. involvementc. None of the above. d.





PSY 228 Social Psychology

Manuel’s job loss really did not bother him because he did not like his boss. However, he 17. really started getting anxious when he stopped getting his paycheck. In this example, the effect of job loss on anxiety is ______________ by loss of income.

distresseda. moderatedb. mediatedc. constrained d.

Exposure to poor community conditions such as crime, poor living conditions and lack of 18. services.

malaisea. intransigenceb. ambient hazardsc. chronic strain d.

Nathan started attending KKK meetings when he saw some of his African-American neighbors 19. getting better jobs than him. Which of the following theories best explains Nathan’s negative attitude toward African Americans?

social distance theorya. symbolic interactionb. Blumer’s theory of group positionc. status construction theory d.

Theory that prejudicial attitudes reflect a group’s position in society. 20.

status construction theorya. theory of group positionb. modified labeling theoryc. colonization theory d.

A positive or negative evaluation of an object, a person or group or an idea. 21.

attitudea. prejudiceb. opinionc. belief d.





PSY 228 Social Psychology

Following Smelser’s value-added theory, why wouldn’t we expect a poor, third-world nation, 22. based on a barter economy, to develop mass hysteria over stock market problems like the U.S. did in the 1920s?

lack of structural conducivenessa. lack of structural strainb. lack of generalized beliefc. action of social control d.

Expectations about when and how to act excited or angry or any other emotion. 23.

emotional cuesa. emotional scriptsb. emotional energiesc. situational cues d.

When large numbers of people become obsessed with something like the purchase of a 24. product or an activity.

maniaa. crazeb. hysteriac. panic d.

A key ingredient of contagious mental unity, referring to situations in which people lose their 25. inhibitions to act and the tempo of their behavior increases.

intensity of behaviora. panicb. irrational behaviorc. hostile outburstsd.




925 North Spurgeon Street, Santa Ana, CA 92701




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Phone: 714-547-9625 Fax: 714-547-5777

Social Psychology: Sociological Perspectives

Second Edition, 2011

ISBN-13: 9780205661060

David E. Rohall, Melissa A. Milkie and Jeffrey W. Lucas



PSY 228 Social Psychology




Message From the President

PSY 228 Social Psychology

Welcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning.

Our faculty and administration have been involved in distance learning for over forty years and understand the characteristics common to successful students in this unique educational environment.

This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience.

Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program.


Thomas M. Neal President





All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission from the publisher, except for the inclusion of brief quotation in review. Copyright © 2014 by California Coast University






PSY 228 Social Psychology

Course Number PSY 228

Course Title Social Psychology

Course Description This course offers students an in-depth look at how people come to understand themselves and others in a social context, with considerable emphasis on sociology’s role in social psychology. Students will be given detailed examples of current research studies relating to each of the topics covered in this course such as stratification, deviance and mental health and illness. Each chapter of the text covered in this course will also introduce students to key sociological social psychologists whose research has made a significant contribution to the field.

Units of Credit 3 Units of Credit

Course Objectives Upon successful completion of this course, students will be able to:

• Characterize three major perspectives in sociological social psychology.

• Differentiate between qualitative and quantitative research methods.

• Determine how group processes affect identity.

• Recognize important agents of socialization.

• Identify physiological, social and behavioral components of emotions.

Learning Resources Textbook: Social Psychology: Sociological Perspectives 2nd edition, 2011 David E. Rohall, Melissa A. Milkie, and Jeffrey W. Lucas Pearson

ISBN-13: 9780205661060

All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source.

Although this study guide is developed by California Coast University, it may contain materials provided by the publisher of the textbook.

The Study Guide

The study guide was designed to help you further understand the material in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook.





PSY 228 Social Psychology

Additional Readings and Online Resources

To help you further understand this subject material, additional readings and/or online resources related to this course are listed in this syllabus.

The Library Information and Resources Network, Inc. (LIRN)

Students are provided access to the Library and Information Resources Network, Inc. (LIRN). LIRN provides a centralized management of electronic information resources that allow students to access multiple research databases through one portal. Detailed information on the Library and Information Resources Network, Inc. is available on the California Coast University website under the Resources Tab. For additional information on using the network, LIRN provides a User Guide to help students search for the needed information. This helpful resource is available on the LIRN website. For information on accessing LIRN, please contact California Coast University – or (714) 547-9625.

Supplementary Materials

Unit Examination Answer Sheets* Final Examination Scheduling Form

*Master of Education and Doctor of Education students will not receive unit exam answer sheets. These programs require written responses only.

Your Course Grade

Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points:

Four Unit Examinations

100 points each 400 points total 80% of your grade

Final Examination

100 points 100 points total 20% of your grade





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