Psychology of Women 9

Psychology 443: The Psychology of Women

Instructor:

Dr. Catherine Lutz Zois

Phone: (937) 229-2164

E-mail:

E-mail policy: I generally attempt to respond to e-mail inquiries within approximately 24 - 36 hours (spanning working days, not weekends, vacation time, or holidays). Because I often have back-to-back classes and other commitments throughout the day, it is not always possible for me to respond earlier than that.

Office Location: 308 Saint Joe's Hall

Office hours: Tues. & Thurs. from 10:30-11:30 or by appointment

Teaching Assistant:

Name:

Phone: 229-2175

E-mail: In “address book” of lotus notes

Call for the following: To schedule make up exams or to send homework assignments by e-mail.

Purpose/Course Description:

This is a survey course of the Psychology of Women, spanning a wide range of topics pertaining to women. Traditionally, mainstream psychology has summed across gender, assuming that this body of theories and research applies equally to men and women. The goal of this course is to “fill in the gaps” by critically evaluating gender differences as well as similarities in personality, behavior, and life experiences. The format of this course is a combination of lectures and group activities.

This course fulfills one of the requirements for the “Women and Culture” and “Social Justice” clusters. It is also an approved course for both the Women's Studies Minor and Major.

Required Text:

Rider (2005). Our Voices: Second Edition.

*This book is on reserve in Roesch Library.

Articles on Reserve:

Selected Articles Taken from Crisler et al. (2000). Lectures on the Psychology of Women.

Selected Articles Taken from Forden et al. (1999) Readings in the Psychology of Women.

Selected Articles Taken from Walsh (1997). Women, Men, & Gender: Ongoing Debates.

Selected Articles Taken from White (2007). Taking Sides: Clashing Views in Gender-Third Edition.

Lecture Outlines:

Outlines of all of my lecture notes can be found on my web page. The address is http://academic.udayton.edu/CatherineLutz. It is highly recommended that you print them at the beginning of the semester and put them in a three ring binder. Most students use them as a structure for taking notes and as an important resource when studying for the exams.

Course Requirements:

300pts. (100 each) 3 Non-cumulative Exams

70pts. (10 each) Discussion Assignments

60pts. (30 each) Attendance and Participation

20pts. 1 Short Paper

450pts.

Exams: There will be three exams in this course. Each exam will be worth a third of your total exam grade. Material on the second and third exams will not be cumulative. The exams will consist of primarily multiple-choice questions and “fill-in-the-blank paragraphs.” Make up on exams will be allowed, but only during a designated time at the end of the semester.

Papers: You will be required write one brief (approximately 3-4 pages typed) paper. You will have your choice of one from two options. The first option is to interview your same-sex parent about what it was like for them growing up female or male in this society. The second option is to choose a movie, painting, or article from a popular magazine and comment on what types of messages it conveys about gender. Details of these assignments can be found on pages 4-5 of this syllabus. You will lose a half of a grade (1 point) each day the paper is late.

Discussion Assignments: There will be 4 "reflection" assignments, 2 debates, and 1 small group project. Each of these discussions assignments requires that you read the designated articles prior to the class period and have written comments prepared. These comments will be collected at the end of the class period in which they are due. All of the reflection and debate articles are both on hard and e-reserve. Because they are on hard reserve, “computer problems” will not be accepted as a valid excuse for not completing the assignment. If you turn in the written comments after the day that they are due (but were present that day in class), you will lose 3 points off the assignment.

Participation/Attendance: Active involvement in class discussions is a crucial part of this course. My expectations for participation are such that students who make comments almost every class period will earn A's, students who make comments in class a few times between each exam will earn B's, and students who rarely make comments in class will earn C's.

In terms of attendance, role will be taken during each class period. You are allowed 3 "sick days" without losing any attendance points. After you have used up these 3 days, you will lose 1 point for each absence. Thus, the number of days you can miss to earn a given grade is as follows:

0-6 days = A

7-9 days = B

10-12 days = C

13-15 days = D

16 or more = F

Because the criterion for attendance is liberal, excused absences will only be accepted under extreme circumstances.

Extra Credit:

You will have the opportunity to earn 5 points added to your final grade by participating in out-of-class experiments sponsored by members of the Psychology Department, attending on-campus lectures pertaining to gender issues, or completing one additional debate assignment listed on e-reserve (“Is fetal sex selection harmful to society?” Or “Should same-sex couples be able to marry?”).

Grading Policy:

All points will be tallied at the end of the semester course including extra credit, if applicable. Your grade is the resultant number. I do not add extra points to your final score beyond this number for any reason! Final grades will be based on the following number of points:

450-416pts. = A

415-403pts. = A-

402-389pts. = B+

388-371pts. = B

370-358pts. = B-

357-344pts. = C+

343-326pts. = C

325-313pts. = C-

312-268pts. = D

267-Below = F

General Policies:

1. This syllabus is subject to change at any time at the discretion of the instructor.

2. Cheating of any sort is a serious violation of academic honesty and will not be tolerated. If cheating is suspected all students involved will earn zero points for the assignment, and disciplinary procedures will be undertaken.

3. Students with disabilities are asked to identify themselves to the instructor before the first scheduled exam. All possible assistance will be provided in coordination with the Office for Students with Disabilities.

4. Students will lose points on all late assignments. Specifically, students will lose 3 points for late discussion assignments. Students will lose a 1 point for every day late on their final paper assignment.

5. No homework or paper assignments will be accepted after the last scheduled day of classes.


Interview with Same Gender Parents

(Option # 1)

--See me if you need to find an alternative person to interview.

--3-4 pages typed (don't make huge margins).

--Due 11/28/06

--Grading will be based on the quality of the paper as a whole. Specifically, I will be looking at three factors: (1) the extent to which you carefully followed the instructions outlined on this handout, (2) the level of sophistication of your analysis of generational differences in gender roles, and (3) your ability to effectively convey psychological ideas in written form.

The Interview:

--Sample questions:

--What was it like for you growing up female/male in this culture?

--What types of messages do you feel you received about being female/male? From whom did you receive them (family, teachers, friends, romantic partners)? Did you feel that you were treated differently form you brothers/sisters? How so?

--Do you feel that you have been faced with sexism in your life? How have you coped with it?

--What type of future would you hope for me to have as a woman/man?

--Note: this is not an exhaustive list. You can add other questions.

The Paper: I. Your parent's experiences, attitudes, and beliefs.

--Please not that I would like you to abstract a description of your parent's experiences. Avoid the following:

"I asked her if she felt she was bothered by sexism and she said 'no.' Then I asked her if things have changed sine she was a child and she said 'yes, very much.'"

II. Your reactions (did anything surprise you? do you agree with your parent? is your experience growing up female/male different from that of your parent?).

--Note: I would like you to write more than one or two sentences for this section.


Popular Culture Analysis

(Option #2)

--3-4 pages typed (don't make huge margins).

--Due 11/28/06

--Again, grading will be based on the quality of the paper as a whole. Specifically, I will be looking at three factors: (1) the extent to which you carefully followed the instructions outlined on this handout, (2) the level of sophistication of your analysis of gender in pop culture, and (3) your ability to effectively convey psychological ideas in written form.

Task: Choose a movie, song, piece of artwork, or article from a popular magazine and comment on what types of messages it conveys about gender.

Paper:

I. Summarize relevant portions of this sample of popular culture.

II. Discuss how women are portrayed in this sample of popular culture.

III. Describe ways in which you think that the messages in the pop culture sample might affect women and men psychologically.

--Note: this should be the longest and most in depth section of your paper.

--Note: you have the right to build a case that these poplar culture messages are psychologically inert. However, you need to present some type of evidence to support your claim.


Course Outline

This is a preliminary outline of the readings and lecture each class period. It is subject to change based on time and other constraints.

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WEEK # 1(8/22- 8/24)

Wed. Topics: Overview of the Psychology of Women & Brief Review of Research

Methodologies

Readings: Chapter 1--All (Rider)

Chapter 2--Pages 31-48 (Rider)

Fri. Same

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WEEK # 2 (8/27- 8/31)

Mon. Same

Wed. Same

Fri. Topics: Same

Traditional Personality Theories as Applied to Women

Readings: Chapter 3--Pages 59-74 (Rider)

Chapter 4--Pages 109-118 (Rider)

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WEEK # 3 (9/3 - 9/7)

Mon. **No Class**

Wed. Same

Fri. Same

Assignment: Reflection--Biological Essentialism.

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WEEK # 4 (9/10 - 9/14)

Mon. Same

Assignment: Group Project--Pink and Blue: Greeting Cards for Newborns.

Wed. Same

Fri. Topics: Feminist Theories

Readings: Chapter 3--Pages 80-82 (Rider)

Chapter 9--Pages 287-288 (Section on "Stone Center": Rider)

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WEEK # 5 (9/17 - 9/21)

Mon. Same

Assignment: Group Project—Gender Bias in MTV Videos?

Wed. Same

Fri. Topics: Gender Differences in Personality: Separating Truth from Myth.

Readings: Chapter 2--pages 48-54 (Rider)

Chapter 9--pages 288-308 (Rider)

Assignment: Gender Difference Jeopardy.

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WEEK # 6 (9/24 - 9/28)

Mon. Same & Catch-up or Move Ahead.

Wed. **Exam #1**

Fri. Topics: Development of Identity

Assignment: Violation of Traditional Gender Roles.

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WEEK # 7 (10/1 - 10/5)

Mon. Same

Wed. Same

Assignment: Reflection—Reviving Ophelia.

Fri. Same

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WEEK # 8 (10/8 - 10/12)

Mon. Topics: Language and Communication Style

Readings: Chapter 6--All (Rider)

Assignment: Group Project—Gender Differences in Non-Verbal Communication.

Wed. Same

Fri. **No Class**

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WEEK # 9 (10/15 - 10/19)

Mon. Same

Wed. Topics: Relationships: Friendships & Romantic Relationships

Readings: Chapter 9--Pages 308-320 (Rider)

Chapter 10--All (Rider)

Fri. Same

______

WEEK # 10 (10/22 - 10/26)

Mon. Same

Wed. Topics: Sexuality and Sexual Identity

Readings: Chapter 12--All (Rider)

Fri. Same

______

WEEK # 11 (10/29 - 11/2)

Mon. Same

Assignment: Debate—Pornography: Is it Harmful to Women?

Wed. Same

Fri. Same & Catch-up or Move Ahead.

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WEEK # 12 (11/5 - 11/9)

Mon. **Exam #2**

Wed. Topics: Survivors of Abuse

Readings: Chapter 13--All (Rider)

Assignment: Group Project—Sexual Harassment Workshop.

Fri. Same

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WEEK # 13 (11/12 - 11/16)

Mon. Same

Assignment: Reflection--Preventing Sexual Assault on Campus: A Feminist Perspective.

Wed. Topics: Women at Work and Play

Readings: Chapter 8: All (Rider)

Assignment: Group Project: Job Segregation in Academia?

Fri. Same

Assignment: Future Plans Survey.

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WEEK # 14 (11/19 - 11/23)

Mon. Same

Wed. **No Class**

Fri. **No Class**

______

WEEK # 15 (11/26 - 11/30)

Mon. Same

Assignment: Debate— Was Title IX a Good Thing or Did It Only Harm Male Sports T Teams?

Wed. Topics: Women’s Mental Health

Readings: Chapter 14--All (Rider)

**Paper Due**

Fri. Same

______

WEEK # 16 (12/3 – 12/5)

Mon. Same

Wed. Same

Assignment: Reflection--"A Way Outa No Way": Eating problems among African

American, Latina, and White Women.

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WEEK # 17: FINAL EXAMS

1st Section: Dec. 10 (Mon.) 2:30-4:20

2nd Section: Dec. 12 (Wed.) 2:30-4:20

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