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This course is a graduate seminar in developmental psychology, with a broad focus on psychosocial development and its impact on children in educational contexts. The course begins with a brief overview of Erikson’s psychosocial theory and the socio-cultural perspective of Vygotsky. We then review some of the major individual psychosocial variables related to educational achievement, including competence, motivation, self-concept, self-efficacy, self-regulation, teacher expectations, and time perspective. The second half of the course focuses on social groups and social identity constructs and theories (e.g., cultural ecological theory, stereotype threat). EDUC 200D Psychosocial Development: Identity, Culture, and Education 3 Units Term last offered: Fall 2014 This course is a doctoral seminar in developmental psychology, with a broad focus on psychosocial development and its impact on children in educational contexts. The course begins with a discussion of Erikson's psychosocial theory and the sociocultural perspectives of Vygotsky and other theorists. We then review some of the major psychosocial variables related to educational achievement, including competence, motivation, self-concept, self-efficacy, self-regulation, and volition. We touch briefly on moral development and values as psychosocial factors affecting correlates. We examine (a) how social and personal identity factors are used to explain underachievement (e.g., cultural ecological theory and stereotype threat), (b) the role of identity in different cultural groups, (c) the impact of these factors on teacher and student behavior, and (d) the role that identity plays in helping students develop a sense of future.