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60439 Johnson PSYC 231

60439 Johnson PSYC 231

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Course Syllabus for PSYC 231/WGST 271 Psychology of Women Leslie Crimin Johnson, M.A.

Instructor Contact Information : Office : 234 Dewey Hall Email : lcrimin@uvm.edu Phone : 656-1992 Office Hours : Tue 10 :00am-12 :00pm Course Information : Course : Psyc 231 ; 3 credits Semester : Summer 2011 Dates : May 23-June 17, 2011 Time : TWTH 1 :00-3 :45pm Location : Rowell 102

Course Overview
Course Description: The purpose of this course is to examine the experiences, behaviors, and identities of women from a psychological perspective. Throughout this course we will identify major theories and theorists that shed light upon the psychology of women. We will focus on social, biological, cognitive, developmental, personality, historical, and cultural factors as means to synthesize psychological theories with our experiences, observations, and lay assumptions. Topics in this course include but are not limited to: gender role stereotypes, women and aging, gender and sexual identity, the social construction of the female body, and motherhood. Goals: Students who successfully complete this course will master the following course goals: 1. Identify, explain, and compare major theories and theorists in the study of the psychology women. 2. Identify historical and cultural determinants influencing the experiences of women and the study of the psychology of women. 3. Utilize empirical research findings to critically evaluate theoretical and lay assumptions about the experiences, behaviors, and identities of women. 4. Draw parallels between course material to one‟s own experiences and course of study through the lens of a psychologist 5. Communicate understanding of course material in both written and oral forms. Prerequisites: Students must have completed one PSYC course at the 100 level prior to taking this course. Course Website: Course materials, announcements, and grades will be posted on the Blackboard website associated with this course. To access this site, login at bb.uvm.edu. Please contact me immediately if you trouble accessing this site. Required Text Readings: The required textbook for this course is: Crawford, M. (2011). Transformations: Women, Gender, & Psychology (2 ed). New York, NY: McGraw-Hill. A list of additional required readings for this course can be found on the last page of the syllabus. All readings are journal articles that are available through the Bailey-Howe Library electronic or print journal resources. In order to ensure that you are familiar with accessing journal articles through the library resources, you will be responsible for obtaining your own copies of these articles from the library. These readings are not available through electronic course reserves; you must look them up through the library catalog. Required assigned reading for each class can be found on the course calendar. Students should complete the required reading before attending class on the date listed on the calendar. If journal articles are assigned, you may find it helpful to bring a hard copy or electronic copy of the articles to class to aid in class discussion.
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-2Expectations: Many of the topics discussed in this course will challenge your personal and/or academic beliefs. With this in mind, the primary expectation in this course is one of respect. As your instructor, I will strive to respect each student in this course and his/her background. In exchange, I expect that you demonstrate respect to your classmates, their backgrounds, and their ideas. As part of this atmosphere of respect, it is expected that students will come prepared to class having read required readings and having thought carefully about how that session‟s topic and concepts may be relevant to their course of study and life more generally. Because of the breadth of the material covered in this course, it is crucial that we make the most of each class period. During most sessions we will be covering a different topic, making attendance crucial. Each session will consist of content lecture as well as class discussion. We will strive to make course material relevant to academic psychology as well as daily life. Given this goal, participation in class discussion and exercises is crucial and expected of all students in this course.

Student Evaluation
Attendance: Consistent attendance to class is an integral and necessary part of success in this course. Given the importance of this component, attendance will constitute 10 points toward the course grade. Each student will be allowed to miss two unexcused class sessions without penalty. Additional absences must be excused in order to not influence your course grade; please see course policy for information on excusable absences. It is your responsibility as a student to arrive at class in a timely manner and consistent tardiness may result in attendance penalty (see course policies). Required Readings: For each class session relevant required readings have been assigned from the textbook and for some classes an additional required article. I fully expect that students will read the assigned readings before arriving to class. Given that we will be engaging in daily course discussion, students will find it helpful to generate clarification and discussion questions from the readings as a way to prepare for class. Examinations: The exam portion of this course will consist of two exams, one mid-semester exam and one final exam. All exams will consist of multiple choice questions and short answer essays covering lecture material, class discussion, and course readings. The final exam will be include non-cumulative questions covering the last half of the semester and cumulative questions emphasizing major themes that surface throughout the course. The final exam will take place in class on Thursday, June 16, 2011. Review sheets highlighting potential relevant material to be covered on the exams will be posted on Blackboard before each exam. In preparation for exams, I will hold an additional set of office hours during the week of each exam. Additional office hours will be announced in class and posted on Blackboard. Please see below for the chapters/topics to be covered on each exam (AR: additional required readings available online through Bailey-Howe electronic resources): Exam: Chapters Covered on the Exam: Date: Mid-Term Exam 1, 2, 3, 4, 7, & 14; AR June 2, 2011 Final Exam 4-6, 8-13 & AR June 16, 2011 Reading Reflection Papers: During the semester, students will be asked to submit two 5-6 page reading reflection papers. The first reflection paper will be due on June 1st, the second on June 16th. The goal of these papers is to critically evaluate empirical research articles related to the Psychology of Women. For each assignment, students will choose one article assigned for class to focus upon. In addition to the assigned articles, students will then find a new article (one not assigned for class) to read and discuss. The goal of the paper is to draw connections between the two articles and critically evaluation their usefulness for “real world” applications. Information and a rubric for the reading reflection papers will be provided on the first day of class. EACH reflection paper will constitute 30 points toward the final course grade. Generation M Movie reaction paper: On May 31st, 2011 the movie Generation M will be showed in class. Following the movie, you will be asked to find your own demonstration of a phenomenon discussed in class, required readings, or during the movie from a non-scholarly source such as a magazine article, advertisement, blog post, movie/music clip, or news story. You will then be asked to write a 4-5 page paper discussing your reactions to the movie, presenting your artifact, and explaining the artifact‟s relevance to the movie and course content. The paper must reference specific content from the movie and course materials. You must also include

-3st a hard copy of your artifact. The reaction paper will be due at the start of class on June 1 , 2011 and will constitute 20 points of your final grade in the course.

Course Policies:
Attendance & Participation: I strongly encourage you to attend every class period and participate through appropriate questions and discussion. Attendance to class is required and constitutes 10 points of your course grade. Attendance will either be taken by roll call or through participation in in-class exercises. Students must be present for inclass exercises in order to receive attendance credit for the class period. Students will be allowed to miss two class periods that will not count toward the class attendance grade. All other absences not excused by the course instructor will result in a loss of attendance points. Excusable absences include: family emergencies (e.g. medical emergency, death in the family), personal medical emergencies, and religious holidays (notification for religious holidays must be given to the instructor at the start of the semester). Absences will only be excused after the student has signed the Excused Absence Form, which can be found on Blackboard under “Course Materials.” Please see the instructor for more information about excused absences. Arrive to class on time. If you anticipate a late arrival or a need to leave class early, please inform the instructor before the class period. Consistent late arrival and early departures may result in loss of attendance at the discretion of the course instructor. All material presented in class and the required readings may be covered on the exam. If you have to miss class for whatever reason, please contact a peer in the class for notes from the lecture. I will not provide lecture notes to students for unexcused absences from class. Participation in class discussion is a crucial part of your experience in this course. Although you will not be graded for participation, there will be many opportunities to contribute to the discussion and it is highly encouraged. Please raise your hand if you wish to speak during class. Be respectful of others in the room and do not interrupt while others are speaking. Content discussed in this course may be sensitive and will likely challenge some of your personal beliefs. With this in mind, it is expected that all students will asking respectful questions aimed at clarifying or critiquing from a scientific perspective. Lecture Outlines: Outlines of lectures will be posted on Blackboard no later than 24 hours before each class period. These notes will be in Microsoft PowerPoint form and will NOT include all information or discussions that will occur in class. Assignment Formats: All assignments should be typed, Times New Roman 12pt font, and double spaced. Please staple assignments before turning them in. When referencing psychological theory or statements of fact, students should provide an academic reference for the information. When referencing sources of information, th students should follow APA 6 ed. guidelines for in text citations and include a reference page at the end of the assignment (not included in the page requirements for the assignment). Resources for APA style can be found on the course Blackboard website under Course Materials. Grades: The grade for this course will be based on the following components, with each component weighted as indicated below: Points out of 200: Percent of final grade: Attendance: Reading Reflection Papers: Mid-Term Exam: Final Exam: Generation M Reaction Paper 10 30 (each) 50 60 20 5% 15% (each) 25% 30% 10%

-4Final letter grades for the course will be assigned according to the following scale: 94-100%; 187-200 pts = A 74-76%; 147-152 pts = C 90-93%; 179-186 pts = A70-73%; 139-146 pts = C87-89%; 173-178 pts = B+ 67-69%; 133-138 pts = D+ 84-86%; 165-172 pts = B 64-66%; 127-132 pts = D 80-83%; 159-164 pts = B60-63%; 119-126 pts = D77-79%; 153-158 pts = C+ <60%; <119 pts = F Late Assignments: Late assignments will receive 10% deduction from the grade for every 24 hours that they are late (including weekends). Assignments not handed in person to the instructor during the class period in which they are due will be considered late. Assignments more than 3 days late will not be accepted. Make-up Exams: Make-up exams will only be scheduled for excused absences (see attendance policies). If you anticipate missing an exam for an excused reason, please notify me as soon as possible. All exams must be made up within two days of the original exam date. Grade Disputes: If a student disagrees with a grade received on an assignment, challenges to the grade must be made in writing. Thus, a student who wants to challenge a grade must carefully explain his/her reasons(s) in detail on paper, and turn in the original assignment and his/her type-written justification within one week of the return of the assignment. Challenges to grades will not be accepted more than one week following the return of the assignment. Challenges will be considered carefully, and students will be provided with a written response for adjusting or not adjusting the grade. Course grades will not be changed after final grades for the semester are submitted except in cases of documented errors in recording grades or in computation of total course points. Electronics: Laptop computers are allowed for note-taking purposes in this course. Checking email or using computers for other purposes is not acceptable behavior and students will be asked to leave for that class period if this behavior is identified by the instructor. Turn off your cell phones and pagers before coming into class. Continued interruption of class from cell phone or pagers ringing will result in you being asked to leave the class for that period. Text messaging on your cell phone is not allowed during class, you will be asked to leave if you engage in this behavior during the class period. Please see me if you have special circumstances that require you to leave your cell phone/pager on during class. Plagiarism & Academic Dishonesty: This course will uphold the University of Vermont Code of Academic Integrity. Any violation (plagiarism, collusion, cheating or fabrication) in written work or on examination will be reported to the Center for Student Ethics and Standards (CSES) at UVM. You should review the Code carefully at www.uvm.edu/~uvmppg/ppg/student/acadeintegrity.pdf Electronic Submissions/Internet Use: Assignments will not be accepted via email or other electronic submission. You must turn a hard copy of your assignments in to the instructor during class. Assignments turned in late can be submitted to Leslie Johnson‟s mailbox in room 241 in John Dewey Hall on the UVM campus. Religious Holidays: According to UVM guidelines, students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work. Accommodations for Students with Disabilities: If you have a disability for which you are or may be requesting accommodations, please contact UVM‟s ACCESS Office (Accommodation, Consultation, Collaboration & Educational Support Services) by phone (656-7753) or email (access@uvm.edu). That office will guide you through the processes that are required for accommodations to be made.

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Course Calendar Class Date May 24 Topic Course Introduction: Gender as a social system, History of Women in Psychology, What is Feminism? Research Methods in Psychology of Women; Presentation of Literature Review Assignment; What is Gender? Motivational & Cognitive Components of Gender Reading/Assignments Crawford: Ch. 1, Ch. 14

May 25

Crawford: Ch. 2

May 26

Crawford: Ch. 2; Ch. 3 AR: Bosson et al. (2010)

May 31

Cultural Depictions of Women

Crawford: Ch. 3 AR: Salk & Engeln-Maddox (2011) Crawford: Ch. 4 AR: Hyde (2005) Generation M Reaction Paper Due Crawford: Ch. 4 AR: Spelke (2005) Crawford: Ch. 5, Ch. 6 AR: Martin (1998) Crawford: Ch. 6; Ch. 7 AR: Diamond (2005) Reading Reflection #1 Due Crawford: Ch. 8 AR: Wilbur & Campbell (2010)

June 1

Gender Differences

June 2

Mid-term Exam Gender Differences Cont. Sex Development & Gender Developmental Theories Developmental Vulnerabilities; Female Sexuality

June 7

June 8

June 9

Women in Close relationships

June 14 June 15

Sexual and Intimate Partner Violence Motherhood

Crawford: Ch. 12 Crawford: Ch. 9 Gorman & Fritzche (2006) Crawford: Ch. 10 Kawamura & Brown (2010) Crawford: Ch. 13 Reading Reflection #2 Due Crawford: Ch. 11

June 16

Women and Work Women‟s Mental & Physical Health

June 24

June 25

Women and Aging

June 26

Final Exam

Exam will take place in class

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Additional Required Readings
The readings listed below are available electronically through the Bailey-Howe Library Resources. To find these articles, go to the library website (library.uvm.edu), search the library catalog for the journal title, select electronic journal resources, and choose the correct volume/issue number. Remember, you must be on campus or connected to the UVM resources through the VPN or library Ezproxy if you are off campus to access these articles. See Leslie if you have questions about accessing these articles.

Bosson, J., Pinel, E. C., & Vandello, J.A. (2010). The emotional impact of ambivalent sexism: Forecasts versus real experiences. Sex Roles, 62, 520-531. Diamond, L. M. (2005). „I‟m straigt, but I kissed a girl‟: The trouble with American media representations of female-female sexuality. Feminism & Psychology, 15(1), 104-110. Gorman, K.A., & Fritzsche, B.A. (2002). The good-mother stereotype. Stay at home (or wish you did!). Journal of Applied Social Psychology, 32(10), 2190-2201. Hyde, J.S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581-592. Kawamura, S. & Brown, S.L. (2010). Mattering and wives‟ perceived fairness of division of household labor. Social Science Research, 39, 976-986. Martin, K. A. (1998). Becoming a gendered body: Politics in preschool. American Sociological Review, 63(4), 494-511. Salk, R. H., & Engeln-Maddox, R, (2011). “If you‟re fat, then I‟m humongous!”: Frequency, content, and impact of fat talk among college women. Psychology of Women Quarterly, 35(1), 18-28. Spelke, E. S. (2005). Sex difference in intrinsic aptitude for mathematics and science. American Psychologist, 60(9), 950-958. Wilbur, C.J., & Campbell, L. (2010). What do women want? An interactionist account of women‟s mate preferences. Personality and Individual Differences, 49, 749-754.

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