Psy. 438. Psychology of Gender Fall 2000

Textbook. Brannon, Linda. (1999). Gender: Psychological Perspectives. Boston, MA: Allyn and Bacon.

Faculty

Gail Cabral, IHM, Ph.D., Professor of Psychology in the Department of Psychology and Counseling at Marywood, earned her doctorate in the Human Development program of the Psychology Department of Catholic University of America. Her current research is on friendships among military adolescents. She is interested in adult friendship relations, child and adolescent peer relations, and psychological type, especially the Myers-Briggs Type Indicator. She is also interested in the relationship of spirituality and psychology.

Cabral@ac.marywood.edu

(570) 348-6211, ext. 2346 (W)

(570) 348-6270 (Psychology Department secretary, Patricia Kurilla)

(570) 344-5451 (H)

Bradley A. Janey, Ph.D., is an assistant professor of Counselor Education, and is a certified school counselor in the states of Kansas and Iowa. His doctoral dissertation, Masculinity Ideology, Television Viewing, and Father Availability as Risk Factors in the Development of Aggression in Preadolescent Males, tested the relationship between traditional conceptions of the male role, time spend with an adult male parent, and time watching television and video games and measures of aggressive behavior. Dr. Janey's more recent research has been a qualitative analysis of boyhood conceptions of masculinity.

Another interest is in the development of a masculinity ideology assessment instrument to be used to investigate other behavioral and emotional correlates of the male sex role in samples of preadolescent boys. Dr. Janey is eager to work with students on empirical studies dealing with gender issues of any kind, aggression, career development, and media violence.

Janey@ac.marywood.edu

(570) 348-6211, ext. 2494

(570) 348-6226 (Counseling Psychology GAS)

(570) 222-2082 (H)

Studies. Regular office hours are Monday, 2:00-4:30 PM, Tuesday, 2:00 &emdash; 3:00 PM and Wednesday, 3:00-5:00 PM. Appointments may be scheduled at other times by leaving a message with the Psychology Department secretary, Mrs. Pat Kurilla, 348-6270. In any case be sure to leave a phone number by which you can be reached. From a Marywood phone, Sr. Gail's number is Ext. 2346. E-mail address: cabral@ac.marywood.edu.

Dr. Janey’s office is Room 1032, McGowan Center.

His office hours are Tuesday and Wednesday, 2:00 to 5:00 PM.

Content Objectives:

The student who successfully passes this course will be able to:

1. provide evidence of reflection on his/her own experience as a man or woman

2. select and comment critically on examples of sexism or feminism in contemporary American society.

3. compare and contrast images of gender as these are portrayed in media, mythology, religion and history

4. critique psychological theories regarding gender

5. summarize

a) current thinking about the development and socialization of women and men,

b) research on sex differences, abilities and motivation,

c) problem and concerns related to gender, adjustment and sexuality

6. discuss strategies for change in areas of contemporary life perceived to be sexist.

Process Objectives

The student that successfully completes all course requirements should be able to:

1. Increase his/her skill of observing and interacting with people of both genders in different age groups and ethnic or cultural groups.

2. Demonstrate an increasing awareness of empirical methods and scholarly sources.

3. Demonstrate and/or refine time management skills, particularly in balancing scholarship and practical life tasks.

4. Reflect upon and discuss assigned readings, scholarly readings and personal observations in class discussions.

5. Demonstrate tolerance and respect for diverse views.

Class Format

This course will include lecture, guest speakers, media presentation, discussion of text information, student-presentation of related topics, and other experiential in-class activities.

Class Participation and Attendance (50 points)

"Getting the notes from..." generally works less than half as well as actually being there, and being there on time. Therefore, regular attendance is necessary. More than one absence will lower the grade for class participation. Tardiness will be prorated as part of an absence. Also, it is a fundamental learning principle that students learn more when they are actively involved in their own learning. Therefore, it is expected that students will read the course material in preparation for class, and actively participate in class dialogue.

To facilitate the learning experience based upon this principle, students will be asked to choose a learning partner with whom they should discuss course content periodically both in and out of class during the course of the semester. Besides using this partner as a sounding board for thoughts about course content, they may be used in an editorial capacity for writing assignments, and as study partners for quizzes and exams.

30 points indicates frequent class participation with comments that demonstrate that the class material was read and critiqued.

20 points indicates regular class attendance, evidence of good class preparation, and marginal participation in class discussion.

10 points or less will indicate either a lack of regular attendance or lack of class participation.

Tests and Quizzes

There will be two comprehensive tests, the quarterly and the final. Each will be comprised of both objective and essay questions.

There will be nine (9) quizzes scheduled throughout the semester. They will be brief, usually only 10 multiple choice items, and will be on the chapter or chapters most recently covered. The lowest quiz grade earned by the student will be dropped. Students will receive a zero if they are not present for a quiz.

Major Assignments

There will be two (2) written assignments, each resulting in a report of three to five pages. One will be an analysis of gender in the culture, by observing gender in one of the following media: popular magazines, advertisements, television shows, movies, children’s books, textbooks, WebPages, etc. The second will be a report by the student of an analysis or critique of an additional source, e.g., a book or a journal article. Directions for each will be provided.

Summary of Weighting of Course Requirements

Class participation 50 points (25 each quarter)

Quizzes 80 points (10 each quiz)

Quarterly 50 points

Final Exam 50 points

Assignments 100 points

______________

Total 330 points

Projected Dates Topic Assignments, quizzes

August 28 &emdash; 30 The Study of Gender Read Chapters 1 and 2

Sept. 1-6 Researching Sex and Gender Quiz on Ch. 1 & 2, Sept. 8

Sept. 8-13 Hormones & chromosomes Read Chapters 3 and 4

Sept. 15-18 The brain Quiz on Ch. 3 & 4, Sept. 20

Sept. 20-25 Intelligence and mental abilities Read Chapter 5.

Quiz on Ch. 5, Sept. 27

Sept. 27-Oct.2 Gender development Read Chapter 6, quiz, Oct. 4

Oct. 4-9 Gender development Read Chapter 7

Quarterly exam, Oct. 11, Chs. 1 &emdash; 7

Oct. 16 -20 Gender stereotypes Read Chapter 8, quiz Oct. 23

Oct. 23 -Nov. 3 Emotions and relationships Read Chapters 9 and 10

Dr. Moonstarr, Oct. 23 or 27 Quiz on 9 and 10, Nov. 3

Nov. 3-Nov. 13 Sexuality and school Read Chapters 11 and 12

Quiz on 11 and 12, Nov. 15

Nov. 15-27 Stress, coping, psychopathology; Read Chapters 15 and 16

Treatment for mental disorders Quiz on 15 and 16, Nov. 29

Nov. 20. Dr. John Robertson

Nov. 29-Dec. 4 Careers and work; health and fitness Read Chapters 13 and14.

Quiz on 13 and 14, Dec. 4.

Dec. 6 How different? Read Chapter 17

Exam Week Final (Chapters 8 to 17) as scheduled