Professor: Dr. Shirley M. Ogletree; UAC 273, Office Hrs: 2-3:30 MW; 10-11 Tth; Phone: 512
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Psychology of Women
Professor: Dr. Shirley M. Ogletree; UAC 273, Office Hrs: 2-3:30 MW; 10-11 TTh; Phone: 512 245-3156; E-mail:
TEXT: The Psychology of Women, 7th edition, by Matlin
Course Website: http://tracs.txstate.edu; COURSE PREREQUISITE: Psy 1300 or permission of the instructor.
COURSE DESCRIPTION: Psychology of Women explores biological bases of female/male behavior, the development of gender roles, gender comparisons, psychological aspects of women's adult roles, and other relevant special topics. These topics include violence towards women, how gender impacts psychological disorders, and women and aging.
Learning Outcome Statement: The Department of Psychology has adopted expected student learning outcomes for the undergraduate major, the graduate major, and for Psy 1300, a general education course meeting a requirement for the social and behavioral science component. These expected student learning outcomes are available for your review at the following website: http://www.psych.txstate.edu/assessment/
NOTIFICATION RELATED TO TITLE IX: I am legally obligated to report to the TX ST Title IX Coordinator any sexual misconduct (e.g., sexual abuse, assault) reported to me involving students, even if the abuse happened a number of years ago. You can find the TX ST policy at http://www.txstate.edu/oea/related-policies/Sexual-Misconduct-Policy.html
GRADING:
Grade will be determined by performance on three tests, each worth 100 points, and papers, one worth 40 and one worth 60 points. Thus, a total of 400 points are possible in the course (three tests and two papers). Final grades will be calculated as follows:
A = a minimum of 360 points (90% of 400)
B = a minimum of 320 points (80% of 400)
C = a minimum of 280 points (70% of 400)
D = a minimum of 240 points (60% of 400)
NO MAKE-UP TESTS WILL BE GIVEN. An optional comprehensive test (also worth 100 points) will be given toward the end of the term. Students may substitute the grade on this test for their grade on either of the first two tests.
First Paper (due March 22), worth 40 points
Choose one of the articles (on TRACS—Resources)/topics listed below. Do the suggested activity, summarizing and relating your findings to the assigned article; then include your own perspective on this topic. Papers should be 5 pages double-spaced, 1250 words minimum, using 12-point font and one inch margins, and will be graded on grammar, thoughtfulness, and completeness. Papers should be submitting using the Assignment Tool on TRACS.
1) “The Gender Marketing of Toys: An Analysis . . . on the Disney Store Website”: Visit three toy stores (indicate which stores). What are the toys that are considered appropriate for boys? for girls? How do you know? What are the covers of the toys like? Do toys relate to adulthood roles and expectations? Include specific examples of toys. How do you think toys impact children?
2) “Gender Stereotyping . . . in Children’s Picture Books”: Go to a public library and look at a minimum of five children's books that include male and female characters. Keep a list of things you notice about the male characters in the books, about the female characters. (Keep the list according to the following categories: adult males, male children, adult females, female children, and include which books you used). Some of the things you might notice could include occupations portrayed, types of male/female activities, and character traits of males/females. Do you think these books have any effect on children?
3) “A Dual-Identity Framework”: Interview five women with a homosexual orientation. Ask each woman about growing up in a heterosexist world. To what extent does she identify with the lesbian community? The “mainstream” community? Did she experience hardships or discrimination not faced by someone with a heterosexual orientation? What is your own perspective regarding identity issues in women who are lesbians?
4) “College Women’s Plans”: Interview 5 heterosexual women who are married or plan to marry. What type of marriage does each have or envision? How do they plan to divide money-making/career and housework responsibilities? Do they anticipate that having children will impact their plans? Describe your own perspective on gender roles and marriage.
5) “Thinking about the Baby”: Ask your mother about her experience of being a mother. For example, why did she want to have children? Was her experience of being a mother about what she expected or were there some surprises? What were (and are) the best things about being a mother? The hardships? Would she like to see anything changed in the role of woman as mother? Questions for you to think about: Was your mother also responsible for “thinking about the baby”? What, in your opinion, was it like for your mother to be a mother? What are your own expectations (or experiences if it's already happened) of being a parent?
6) “Racial Microaggressions”: Interview five women of color. After showing them the list in Table 1 of the article, ask them if they can recall examples of microaggressions that they have experienced. What is your own experience and perspective related to racial discrimination in the U.S.?
7) “Coloring Within the Lines”: Buy 3-5 coloring books and analyze the proportion of male/female characters as well as the type of character (human/animals, superheroes, etc.). Look also for differences in kinds of behaviors/activities. How do your results compare with the research described in the article? Do you think coloring books affect children’s gender expectations?
8) “Performing Gender . . . Music Videos’: Watch 20 music videos on television (the first 20 you see, or some other non-biased selection method). Categorize performers, based on gender, using the following categories: lead singers vs. background/band members; fully clothed vs. partially clothed (or little clothing); self-touching—where, how often; other categories you find appropriate. Include your own perceptions about gender differences in music videos.
Second Paper--Term Paper (due April 21), worth 60 points:
Choose one of the following topics for your term paper or have a different topic approved by me: Socialization of Gender Roles through Toys, The Portrayal of Gender Roles in Children’s Books, Biological and Psychosocial Causes of Premenstrual Syndrome, Female Sexual Socialization and Sexual Dysfunction, A Comparison of Gendered Roles in Women’s Heterosexual and Homosexual Relationships, Gender Role Socialization and Sexual Assault, Media Messages and Eating Disorders, Differential Aging as a Function of Gender.
Undergraduate Students: Find five recent (after 2000) articles (excluding the articles on TRACS—Resources) on your topic; use a library database such as “PsycInfo” to find the articles. The articles should be from a journal, not a pop source. Write a five-page, 1250 words (excluding references) minimum, double-spaced term paper, using 12-point font and one inch margins and cite all five articles in your paper, using APA style (cite as in your text). Do not plagiarize. You are required to submit your paper with the TRACS assignment tool which will also submit it to Turn-it-in. Please provide copies of the five journal articles, either as pdf attachments to an e-mail (not links) or paper copies when you submit your paper.
Graduate Students: Find ten recent (after 2000) articles (excluding the articles on TRACS—Resources) on your topic using use a library database such as “PsycInfo.” The articles should be from a journal, not a pop source. Write a ten-page, 2500 words(excluding references) minimum, double-spaced term paper, using 12-point font and one inch margins, citing all 10 articles in your paper, using APA style (cite as in your text). Do not plagiarize. You are required to submit your paper with the TRACS assignment tool which will also submit it to Turn-it-in. Please provide copies of the ten journal articles, either as pdf attachments to an e-mail (not links) or paper copies when you submit your paper.
THERE WILL BE NO CURVING OF THE GRADES AT THE END OF THE TERM.
EXTRA CREDIT (Please note—40-point extra credit limit):
Extra credit points can be earned in the following ways:
Class Attendance: For each unit of the course (period between tests, excluding the optional comprehensive test), four points of extra credit will be given to students with no absence. Students with only one absence for that section of the course will receive three points. A total of 12 points extra credit are therefore possible for students with no absences during the semester. NO EXCUSED ABSENCES ARE GIVEN.
Personal Reaction Papers: You may turn in one personal reaction paper per unit (period between tests, excluding the optional comprehensive test). Each paper should be two typed double-spaced pages (500 word minimum) and include your thoughts about a topic(s) covered in your text and/or in class for that section of the course. The paper for each unit can be turned in any time before the test for that unit. Each paper is worth four points, so a total of 12 extra credit points are available with personal reaction papers. Please submit papers using the TRACS Assignment Tool.
Hays-Caldwell Women’s Center: Receiving training and becoming an advocate for the Hays-Caldwell Women’s Center is worth 20 points. Please see this link for information about advocate training. Please do this IMMEDIATELY if you are interested as training starts Jan 26; you have to already be registered and have a background check. Please see this link:
Additional First-paper Projects: You may choose to do additional five-page, first-paper assignments for 10 points each, submitted on TRACS Assignments. You can turn in up to three such papers, submitting no more than one by each of these dates: March 31, April 7, and April 14.
Faculty/Student Contact: According to "Seven Principles for Good Practice in Undergraduate Education," faculty student contact is very important. I encourage you to contact me personally if you have any concerns, questions, or problems. If you prefer, you are welcome to e-mail me (). Basic information for this course can also be found on TRACS.
Students with Special Needs: Students with special needs (as documented by the Office of Disability Services) should identify themselves at the beginning of the term. Texas State—San Marcos is dedicated to providing these students with necessary academic adjustments and auxiliary aids to facilitate their participation and performance in the classroom.
ACADEMIC HONESTY:
TX State Policy: "’Violation of the ‘Honor Code’ includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion and the abuse of resource materials.” (UPPS 07.10.01)
Psychology Policy: The study of psychology is done best in an atmosphere of mutual trust and respect. Academic dishonesty, in any form, destroys this atmosphere. Academic dishonesty consists of any of a number of things that spoil a good student-teacher relationship. A list of academically dishonest behaviors include: (1) passing off others' work as one's own, (2) copying off of another person during an examination, (3) signing another person's name on an attendance sheet, (4) in written papers, paraphrasing from an outside source while failing to credit the source or copying more than four words in sequence without quotation marks and appropriate citation. The Psychology Department faculty believe that appropriate penalties for academic dishonesty include an "F" in the course and/or prosecution through the Student Justice System.
APPROXIMATE COURSE SCHEDULE:
Week of Jan 19: Chapter 1: Introduction
Chapter 2: Gender Stereotypes and Other Gender Biases
Week of Jan 26:Chapter 3: Infancy and Childhood
Week of Feb 2:Chapter 4: Adolescence
Week of Feb 9:Chapter 5: Gender Comparisons in Cognitive Abilities and Attitudes about Achievements
First Test (Chapters 1-5, Related Class Lectures) Tentatively Scheduled for February 16
February 18:Chapter 6: Gender Comparisons in Social & Personality Characteristics
Week of Feb 23: Chapter 7: Women and Work
Chapter 13: Sexual Harassment, pp. 418-424
Week of March 1:Chapter 8: Love Relationships
Week of March 8:Chapter 9: Sexuality
First Paper Due March 22
Week of March 22: Chapter 10: Pregnancy, Childbirth, and Motherhood
March 29: Last date to drop a class
Second Test (Chapters 6-10, pp. 418-424, Related Class Lectures) Tentatively Scheduled for March 29
March 31: Chapter 11: Women and Physical Health
Week of April 5:Chapter 12: Women and Psychological Disorders
Optional Comprehensive Test: Tentatively Scheduled for April 7
Week of April 12:Chapter 13: Violence Against Women (pp. 417-418, 425-453)
Week of April 19:Chapter 14: Women and Older Adulthood
Week of April 26:Chapter 15: Moving Onward
Second Paper Due April 21
Final (Material since Test 2): May 5th at 11:00