PY3PIE: The Psychology of (In)equity

Module code: PY3PIE

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: 6

When you’ll be taught: Semester 2

Module convenor: Dr Emma Pape , email: e.l.pape@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE PY2SID (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2025/6

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 3 April 2025

Overview

Module aims and purpose

This module aims to provide students with a fundamental understanding of the psychology of equity and, in particular, inequity. To do this, we will consider examples of inequity, prejudice and discrimination within society and psychological research, and the consequences of each. We will explore some mechanisms behind the occurrence of inequity, and examine ways in which the status quo can be challenged in the pursuit of greater social justice.  

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Identify and explain key inequalities within psychological research and broader society 
2. Apply interdisciplinary perspectives in identifying and challenging bias and inequity 
3. Critically consider the social, research and/ or professional practice implications of inequity within each context 

Module content

This module incorporates BPS core content in the following areas: conceptual and historical issues, ethics, individual differences and social psychology. Through interactive lectures and seminars, students will critically examine a variety of topics such as the psychology of prejudice; media (mis)representation; inequity in education and curricula; disability, disorder, and atypicality; epistemic injustice.  

Structure

Teaching and learning methods

This module is taught via ten two-hour lectures. Four of these lectures will be supplemented by a one-hour seminar with the goal of consolidating and expanding upon the taught content, and providing assessment support.  

The module takes an interactive approach, with the inclusion of various activities such as small and larger group discussions; debates; interactive quizzes. Students will also be encouraged to engage in supported self-reflection within the module. 

Material will be supported by recommended reading and students will be expected to prepare for teaching sessions as appropriate, through a combination of guided reading and independent, self-directed learning.  

Digitally enabled activities will include formative quizzes to test and consolidate learning, the use of the Blackboard discussion board to reflect on lecture content and the inclusion of digital resources for self-scheduled learning, such as short videos.  In addition, the lectures will be recorded using YuJa and made available to students for consolidation of learning.  

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

For the essay, you will receive formative feedback from your peers on an essay plan. 

For the exam, you will practice and discuss sample questions in class, with feedback from the lecturers.  

Reassessment

Additional costs