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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Coopersmith Career Consulting | Evaluated Learning Experience

The Social Psychology of Dress (FAS-201)

Location: 

Various; distance learning format.

Length: 

Varies (self-study; self-paced). 

Dates: 

April 2019 - Present. 

Instructional delivery format: 
Online/distance learning
Learner Outcomes: 

Upon completion of this course, students will be able to: describe how meanings of dress vary from society to society; explain the common purposes that dress serves (i.e., to protect, to communicate, or to personally satisfy); interpret scholarly publications about dress and ideas of research topics regarding dress; evaluate clothing as a form of human behavior, considering the social and cognitive factors influencing the management and perception of personal appearance in everyday life; assess the importance of social and cultural context in the creation and interpretation of clothing symbolism; differentiate psychological, sociological and anthropological perspectives of dress that influence appearance management; compare and contrast concepts and methods appropriate for the study of appearance in contemporary societies; and analyze how cultural and societal factors influence dress behaviors.

Instruction: 

This course provides students with basic concepts and theories from social psychology applied to dress and its connection to human behavior. Major topics include: how dress reflects self-feelings, clothing as part of a nonverbal communication system and how it relates to human behavior changes and communicates gender, race, religion, and position establishes social identities and affects interpersonal encounters.  Instructional methods include: study guide, required readings, and a final exam.

Credit recommendation: 

In the associate/certificate degree category OR in the lower division baccalaureate/associate degree category, 3 semester hours in Sociology, Psychology, or Fashion Merchandising (4/19).

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