These guiding questions can be used to stimulate class discussion, encourage students to deepen their understanding of core concepts, and cultivate a culturally informed perspective to the study of psychology. After each question are bullet points related to the topic that teachers can consider, prompt for, or share with the class post-discussion.
Guiding Questions: Biological Pillar
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Relevant points for teachers to consider:
- Sympathetic nervous system activation over the short-term
- The chronic effects of chronic stress (elevated heart rate, high blood pressure, and increased cortisol levels)
- Over time, this may be a contributing factor to the development of cardiovascular disease, diabetes, and depression in marginalized groups
Additional resources:
- Johnston-Brooks, C. H., Lewis, M. A., Evans, G. W., & Whalen, C. K. (1998). Chronic stress and illness in children: The role of allostatic load. Psychosomatic Medicine, 60(5), 597–603. https://doi.org/10.1097/00006842-199809000-00015opens in new window
- Tucker, W. H. (2007). The ideology of racism: misusing science to justify racial discrimination. UN Chronicle, 44(3), 18.
- Williams, D. R., Neighbors, H. W., & Jackson J. S. (2003). Racial/ethnic discrimination and health: Findings from community studies. American Journal of Public Health, 93(2), 200–208. https://doi.org/10.2105/AJPH.93.2.200opens in new window
Relevant points for teachers to consider:
- Individuals who experience discrimination or marginalization may be exposed to chronic, ongoing stressors that are not necessarily time-limited or easily resolved.
- The experience of discrimination or oppression can be deeply tied to an individual’s sense of identity and self-worth, which can make the impact of these stressors particularly profound.
- The stress of discrimination or oppression can be compounded by other stressors, such as poverty, discrimination based on multiple identities, or lack of access to health care, which can further exacerbate the negative effects on health.
Additional resources:
- Huynh, V. W., Huynh, Q., & Stein, M. (2017). Not just sticks and stones: Indirect ethnic discrimination leads to greater physiological reactivity. Cultural Diversity & Ethnic Minority Psychology, 23(3), 425–434. https://doi.org/10.1037/cdp0000138opens in new window
- Juster, R.-P., Vencill, J. A., & Johnson, P. J. (2017). Impact of stress and strain on current LGBT Health Disparities. Trauma, Resilience, and Health Promotion in LGBT Patients, 35–48. https://doi.org/10.1007/978-3-319-54509-7_4opens in new window
- Williams, D. R., Lawrence, J. A., Davis, B. A., & Vu, C. (2019). Understanding how discrimination can affect health. Health Services Research, 54(S2), 1374–1388. https://doi.org/10.1111/1475-6773.13222opens in new window
Relevant points for teachers to consider:
- Students might find it easiest to talk about a specific sense like taste and a specific sensation such as spiciness:
- Are some people more or less sensitive to spiciness in their food?
- Do people who are less sensitive to spiciness and have a higher tolerance for spiciness have fewer taste buds to be activated by the capsaicin molecule?
How might meditation help people with dealing with stress? Do you believe meditation practices that are tailored to a person’s identity are more helpful than general meditation practices? What is your experience with meditation and mindfulness?
Relevant points for teachers to consider:
- Meditation and mindfulness practices have been found across many cultures over time.
Additional resources:
- Berry, D. R., Wall, C. S. J., Tubbs, J. D., Zeidan, F., & Brown, K. W. (2023). Short-term training in mindfulness predicts helping behavior toward racial ingroup and outgroup members. Social Psychological & Personality Science, 14(1), 60–71. https://doi.org/10.1177/19485506211053095opens in new window
Date created: October 2023