Counseling Psychology 225:

Coming to Terms with Cultural Diversity

with Lynet Uttal and Alberta Gloria
About this Course

The purpose of Coming to Terms with Cultural Diversity is to introduce students to the intersectionality framework in the United States and enhance skills necessary for culturally responsive awareness and interactions, with specific emphasis on how to think critically about and hold multiple perspectives and how to prepare for service learning. In addition to learning how contexts and social histories matter to situate an understanding of experience, students will develop self-awareness and understanding of their own social location as well as learn how contextual factors shape identity, opportunities, and barriers for others.

Who should take Coming to Terms with Cultural Diversity?

This course is relevant for all students of different identities, backgrounds, and experiences, who are interested in developing their awareness, knowledge, and skills with multiculturalism and diversity. This course meets UW-Madison’s ethnic studies requirement.

What will students learn?

The learning objectives for CP225 are to:

  • Define and recognize intersectionality
  • Engage and hold different perspectives
  • Develop an understanding of how history, context, and identity are linked
  • Reflect on one’s cultural processes as they define identity and sense of self and examine one’s
    own beliefs and attitudes
  • Engage in critical dialogue with others about cultural issues, identities, and contemporary social
    issues within different social contexts
  • Develop capacity to listen, ask questions, and explore differences of opinions and perspectives
  • Be better prepared to engage in service learning with populations different from oneself



Ethnic Studies

cultural diversity: Days & Time


cultural diversity: Dates for this course
June 12 –
August 6
cultural diversity: Number of Credits

Meet Your Professors

Alberta Gloria

Alberta Gloria

Chair of Chican@/Latin@ Studies Program

Dr. Gloria has several research teams exploring the educational processes and coping strategies that facilitate academic persistence and educational wellness for students of color. Studies are conceptualized using the Psychosociocultural approach to academic persistence (Gloria & Rodriguez, 2000; Castellanos & Gloria, 2007) in which the “whole student” is considered within the context of the university environment. Central to her work is the concept of creation and maintenance of “academic families” in which students find cultural congruity (Gloria & Robinson Kurpius, 1996), personal and professional reflection and validation, and dimensionalized connections to persist within their educational contexts (Castellanos & Gloria, 2007; Gloria, 1997; Gloria & Segura-Herrera, 2004).  Learn about the Chican@/Latin@ Studies Program >

Lynet Uttal

Counseling Psychology

“I grew up in many places (Ann Arbor, Michigan; Oahu, Hawaii, Kyoto, Japan; Perth, Western Australia) and as an adult lived in Santa Cruz, Berkeley, and Oakland, California; Memphis, Tennessee, and currently live in Madison, Wisconsin. These multiple border crossings plus my biracial, binational, bireligious historical consciousness shape how I see the world and what catches my attention.” — Lynet Uttal, UW-Madison Bio

Research Interests include:

  • Latino Immigrant Families in the Midwest;
  • Biculturalism;
  • Contemporary Immigrant Parenting Issues;
  • Women of Color in the United States;
  • Combining Research and Education Methods;
  • Community Based Research Methods

Look for CP 225 in your

course guide or student center.