San Diego State University
Division of Health Promotion and Behavioral Sciences
PH 700F: Women’s Health
Spring 2011, 3 Units
Class day/time: Wednesdays 4:00-6:40pm
Class location: HH-122
Schedule number: 22307
Contact information: hmadanat@mail.sdsu.edu
Instructor: Hala Madanat, PhD
Instructor office hours: W 3-4pm
Office location: Hepner Hall 114-D
San Diego State University is dedicated to a safe, supportive and nondiscriminatory
environment. It is the responsibility of all students to familiarize themselves with
University policies regarding nondiscrimination, misconduct and academic honesty.
Nondiscrimination Policy
San Diego State University complies with the requirements of Title VI and Title VII of
the Civil Rights Act of 1964, as well as other applicable federal and state laws prohibiting
discrimination. No person shall, on the basis of race, color, or national origin be
excluded from participation in, be denied the benefits of, or be otherwise subjected to
discrimination in any program of the California State University
SDSU does not discriminate on the basis of disability in admission or access to, or
treatment or employment in, its programs and activities. Students should direct inquiries
concerning San Diego State University’s compliance with all relevant disability laws to
the Director of Student Disability Services (SDS), Calpulli Center, Room 3101, San
Diego State University, San Diego, CA 92128 or call 619-594-6473 (TDD: 619-5942929).
SDSU does not discriminate on the basis of sex, gender, or sexual orientation in the
educational programs or activities it conducts.
More detail on SDSU’s Nondiscrimination Policy can be found in the SDSU General
Catalog, University Policies.
Student Conduct and Grievances
SDSU is committed to maintaining a safe and healthy living and learning environment
for students, faculty and staff. Sections 41301, Standards for Student Conduct, and
Sections 41302-41304 of the University Policies regarding student conduct should be
reviewed.
If a student believes that a professor’s treatment is grossly unfair or that a professor’s
behavior is clearly unprofessional, the student may bring the complaint to the proper
university authorities and official reviewing bodies. See University policies on Student
Grievances.
Attention Students with Disabilities
If you have any disability which may impair your ability to successfully complete this
course, please let me know during the first two weeks of class. Accommodations are
coordinated through the Student Disability Services and require documentation. The
SDSU office is located at the Calpulli Center, Suite 3101, Phone: (619) 594-6473.
I. Course Description:
PH 700F is a seminar course designed to provide information on current public health
issues and research topics relating to women’s health. The focus is on the exploration of
factors unique to or more prevalent among women. Special emphasis will be given to
health promotion, behavioral science and intervention perspectives. Through lecture,
discussion, guest speakers and class assignments the course will examine women's health
issues globally and will be presented in the context of a woman's life, from childhood,
through adolescence, reproductive years, and aging. Our discussions will take a into
account economic, social, and human rights factors.
II. Learning Objectives:
By the end of the course, students should be able to:
 List the major public health issues of women throughout the life cycle.
 Discuss the historical evolution and current status of women’s health issues both in
the United States and globally.
 Explain potential barriers to health for women.
 Discuss social, behavioral, economic, political, and environmental factors that place
women at risk for disease.
 List agencies including governmental, non-governmental, national, and international
which play a significant role in addressing women’s issues.
 Describe health promotion and behavioral interventions appropriate for the major
health issues identified among women.
III. Prerequisites: While no specific prerequisites are required for this course, students
are expected to have advanced critical analysis and writing skills.
IV. Text, Readings, Materials:
There is no textbook
Reading material, lecture notes/slides and other course material will be posted on the
Blackboard at least one week before the class that they will be discussed. No other
materials or supplies are required.
V. Assignments:
Students are responsible to submit the following assignments on their due dates in the
course calendar:
1. News Report: Throughout the semester, students are to look for current
women’s health issues receiving attention through news or media releases.
Students are to search websites that contain women’s health information and print
two news/media releases about women’s health. The student will then write at
two double-spaced page response to each of the news/media releases- make sure
you include a copy of the news release. Responses might include pros and cons
of that issue, future implications for women, affordability/accessibility of
treatment, etc. (2 two-page responses, 15 points each = 30 points)
2. Movie Report:
Students will watch a movie or documentary about women’s health. A list of preapproved movies will be provided to students. However, students may make their
own selection and have it be approved by the instructor in order to ensure
applicability. Students are to write a 4-page (double-spaced) movie report.
Provide the title of the movie. The movie report must include the primary thesis
of the movie, your personal critical evaluation and application of the movie
message. It must be well-organized, well-written, and free from spelling and
grammar errors. (30 points)
3. Seminar Leader
Each student will be responsible for leading 10 minutes of a class seminar, once
during the semester. As part of your assignment, you will need to select 1 of the
assigned class readings. On the day the reading is due, you will be expected to
present/review the key points and findings of the assigned reading, and prepare 23 thought-provoking discussion questions to be asked during your presentation.
(20 points)
4. Seminar Attendance and Discussion
You are expected to become fully familiar with the weekly reading, to prepare
questions and comments to share with other seminar participants, and to actively
participate in discussions. Instructor evaluation will be used. There will be weeks
for which I will have short assignments for you that are not graded but will be
used as part of the seminar discussion. Being prepared for these will also be part
of the evaluation. In addition, students will be expected to attend every class.
Students will be allowed 1 excused absence after which 5 points will be deducted
from this portion of the grade (20 points)
Grading Scale:
Total Points
96-100
90-95
87-89
84-86
80-83
77-79
74-76
70-73
F
Assigned Grade
A
AB+
B
BC+
C
C<70
VI. Course policies:
1. Attendance
Attendance is not mandatory. However, successful completion of the course requires that
student attend class. Professional behavior will be expected including arriving to class on
time and not leaving early. Perfect attendance may be used to award a higher grade when
students are borderline. If you have an emergency, please contact me as soon as possible.
If a student is absent, it is the student’s responsibility to get notes from another class
member.
2. Religious holidays
According to the University Policy File, students should notify the instructors of affected
courses of planned absences for religious observances by the end of the second week of
classes.
3. Academic misconduct
Academic Integrity
Academic dishonesty is an affront to the integrity of scholarship at SDSU and a threat to
the quality of learning. Violations of academic integrity are noted in the SDSU Statement
of Student Rights and Responsibilities:
2.1 Cheating shall be defined as the act of obtaining or attempting to obtain credit for
academic work by the use of dishonest, deceptive, or fraudulent means. Examples of
cheating include, but are not limited to (a) copying, in part or in whole, from another’s
test or other examination; (b) discussing answers or ideas relating to the answers on a test
or other examination without the permission of the instructor; (c) obtaining copies of a
test, an examination, or other course material without the permission of the instructor; (d)
using notes, cheat sheets, or other devices considered inappropriate under the prescribed
testing condition; (e) collaborating with another or others in work to be presented without
the permission of the instructor; (f) falsifying records, laboratory work, or other course
data; (g) submitting work previously presented in another course, if contrary to the rules
of the course; (h) altering or interfering with the grading procedures; (i) plagiarizing, as
defined; and (j) knowingly and intentionally assisting another student in any of the above.
2.2 Plagiarism shall be defined as the act of incorporating ideas, words, or specific
substance of another, whether purchased, borrowed, or otherwise obtained, and
submitting same to the University as one’s own work to fulfill academic requirements
without giving credit to the appropriate source. Plagiarism shall include but not be limited
to (a) submitting work, either in part or in whole, completed by another; (b) omitting
footnotes for ideas, statements, facts, or conclusions that belong to another; (c) omitting
quotation marks when quoting directly from another, whether it be a paragraph, sentence,
or part thereof; (d) close and lengthy paraphrasing of the writings of another; (e)
submitting another person’s artistic works, such as musical compositions, photographs,
paintings, drawings, or sculptures; and (f) submitting as one’s own work papers
purchased from research companies.
3.0 Academic and Punitive Sanctions: Cheating and plagiarism in connection with the
academic program at The University may warrant two separate and distinct courses of
disciplinary action that may be applied concurrently in response to a violation of this
policy: (a) academic sanctions, such as grade modifications; and (b) punitive sanctions,
such as probation, suspension, or expulsion.
All students in this class are required to complete the online information literacy
tutorial, "Plagiarism: The Crime of Intellectual Kidnapping," a 30-minute tutorial that
teaches students about plagiarism, paraphrasing, and citing sources. Students are to take
this tutorial outside of class time and take the quiz that follows it. They will receive a
score on screen that they can print and this printed score must be submitted as proof of
completion by January 26th or they will be dropped from the course automatically.
The tutorial is at http://infotutor.sdsu.edu/plagiarism/. If you have submitted this to me in
a previous class, I have it on file. You do not need to resubmit.
4. Writing Style for Assignments
All assignments are to be typed and double-spaced. Use APA style for title page,
headings, margins, spelling, grammar, references, figures, tables, and appendices.
5. Blackboard
Students are required to check blackboard at least twice a week for announcements and
additional required readings. Furthermore, all assignments must be turned in using the
digital dropbox on blackboard. No assignments will be accepted as a hard copy or by
email.
DISCLAIMER: Every effort will be made to follow the syllabus content and schedule;
however, if circumstances dictate there may be modifications necessary during the
semester. If such is the case the professor will make every effort to notify students in a
timely manner.
Course Calendar
Topics/ Readings/
Speakers/Assignments
Introduction to course and syllabus
Readings:
Week 1
Jan 19
1. Making the Grade on Women’s health Report Card
at http://hrc.nwlc.org/key-findings
2. The world’s women 2010. Chapter 2- Health
Defining women’s health, context, and human rights
issues
Readings:
Week 2
January 26
1. The world’s women 2010. Chapter 5- Power and
Decision Making
http://unstats.un.org/unsd/demographic/products
/Worldswomen/WW_full%20report_color.pdf
2. Short history on CEDAW
http://www.un.org/womenwatch/daw/cedaw/history.htm
3. A Century of Women’s Health- Chapters 1 and 2
Look at: Hesperian’s Foundations’ “Where women
have no doctors, 2010”
Being born the “wrong gender”: gendercide, poverty,
education, and access to food
Readings:
Week 3
Feb 2
1. The world’s women 2010. Chapter 3- Education
2. The world’s women 2010. Chapter 8- Poverty
3. The war on baby girls
http://www.economist.com/node/15606229
4. Gender Bias in the Food Insecurity Experience of
Ethiopian Adolescents
5. Does Female Disadvantage Mean Lower Access to
Food?
Sex Trafficking and HIV/AIDS
Week 4
Feb 9
Readings:
1. Sex Trafficking of women in the Unites States- Read
Sarah Hiller
Response to New Report 1
executive summary.
2. Mexico’s Evolving HIV Epidemic
3. Comparison of Sexual and Drug Use Behaviors
Between Female Sex Workers in Tijuana and Ciudad
Juarez, Mexico
Reproductive Track Infections, STDs and Cervical
Cancer, Female Genital Mutilation
Drugs in Labor and Pregnancy
Week 5
Feb 16
Readings:
1. Female Genital Mutilation: How one mother came
to reject an ancient tradition
2. A Century of Women’s Health- Chapters 4
Iyas Masannat
Body Image and the Media, Objectification Theory
Readings:
Week 6
Feb 23
Week 7
March 2
Week 8
March 9
1. The Price of Perfection
2. Breastfeeding in Jordan
3. Objectification Theory
Domestic Violence and sexual harassment
Readings:
1. The world’s women 2010. Chapter 6- Violence
Against Women
2. Two steps forward, one step back
Community attitudes to violence against women
Maternal Health
Readings: Readings provided by speaker (not yet
available)
Steve Hawks
Response to New Report 2
Nancy Binkin
Contraception, abortion and emergency contraception
Readings:
Week 9
March 16
1. A Century of Women’s Health- Chapters 3 and
Appendix A
2. Readings may be provided by speaker, otherwise I
may add more.
Leslie Jester, planned
parenthood
Week 10
March 23
Week 11
March 30
Pornography, Prostitution, and Exotic Dancers
Readings:
1. Health education's role in framing pornography as a
public health issue: local and national strategies with
international implications
Mel Hovell
Look at Emerging Theories in Health Promotion and
Practice and Research, 2nd Edition. Chapter Title: The
Logical and Empirical Basis for the Behavioral
Ecological Model
No class- Spring Break
Aging, menopause, and end of life
Breast Cancer
Week 12
April 6
Readings:
Paula Usita
1. Trends in the Health of Older Americans 1970-2005
2. Prevalence, Family History and Prevention of
Movie Review
Reported Osteoporosis in US women
3. WHI Hormone Trials: A window to the future, a view
from the past
Ethics/Protection of Vulnerable Populations
Week 13
April 13
Week 14
April 20
Readings:
1. Rethinking Research Ethics
International players in women’s health issues
Readings:
1. Women’s health and human rights:
Monitoring the implementation of CEDAW
2. Readings provided by speaker (not yet available)
Women in War and Refugee situations
Week 15
April 27
Readings:
1. Violence against women during the Liberian Civil
Conflict
2. Refugee settlement, safety and wellbeing:
Exploring domestic and family violence in
refugee communities
Mari Zuniga
Thomas Novotny
Globalization and women’s changing roles
Women and work
Week 16
May 4
Readings:
1. The world’s women 2010. Chapter 4- Work
May 18
Choosing Priorities/Strategies that seem promising
As a reminder, the student research symposium is scheduled for March 4-5 with the
deadline for abstract submission on February 1.