San José State University
School/Department
Course Number, Title, Section, Semester, and Year
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Course
Amy Caffrey
DMH 324
(408) 924-5648
Amy.Caffrey@sjsu.edu
alccaffrey@comcast.net
Thursdays 1:30 – 3pm or by appointment
Tuesday/ Thursdays 12-1:15
DMH 359
http://www.sjsu.edu/people/amy.caffrey/courses/psyc107
Web Site:
Faculty Web Page and MYSJSU Messaging (Optional)
Copies of the course materials such as the syllabus, major assignment handouts, etc. may
be found on my faculty web page at the course website or accessible through the Quick
Links>Faculty Web Page links on the SJSU home page. You are responsible for regularly
checking with the messaging system through MySJSU (or other communication system
as indicated by the instructor).
Course Description
Description
This course will explore the role of gender ideologies and gender based practices on
women’s development across the life course. By integrating academic knowledge
with personal reflections and community engaged projects, students will develop
insight into gender role development within cultural context and will critically
examine relevant research in the field of psychology.
Course Goals and Student Learning Objectives
1. Students will understand the social construction of gender and gender based
roles.
2. Students will understand gender roles in the context of race, culture, class, and
other socially situated power arrangements.
Course Name, Number, Semester, and Year
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3. Students will understand the effects of gender ideology and institutionalized
gender roles on female and male psychological functioning, physical health,
sexuality, interpersonal relationships, and achievement.
4. Students will use feminist psychological principles to examine and critique
research methodologies in the field of psychology.
5. Students will develop critical thinking skills and skills in problem identification.
6. Student will develop the skills to communicate effectively both verbally and in
writing.
7. Students will build skills in teamwork and collaboration.
8. Students will build civic engagement and university engagement by using the
tools of feminist psychology to address campus/community needs.
9.
Required Texts/Readings
Textbook
Required Readings:
1. Textbook: Crawford, M. & Unger, R. (2004). Women and gender: A feminist psychology.
McGraw Hill.
2. Anthology: Disch, E (Ed.) (2009). Reconstructing gender: A multicultural anthology. NY:
McGraw Hill.
Other Readings
(TBA.)
Classroom Protocol
(You are expected to come on time and to participate actively and attentively in this
course. All cell phones must remain on silent during course time. Surfing the web,
listening to music and engaging in text messaging during class time are all prohibited. If
you are unable to refrain from engaging in disruptive behaviors during class time, you
will be asked to leave the class.
As part of this course, we will be discussing issues that are very controversial. You will
be presented with a variety of thoughts about these topics and it is up to you to decide
where you stand on the various issues. There is no single ideology that you must believe
in, however, we do require that you support your idea with text and experience (e.g.,
gender and community project). First and foremost, mutual respect is essential to the
success of the class. During class discussion, we will examine whatever ideas are brought
up, analyze them, and determine for ourselves what parts are valid and what parts are not
valid based on different criteria such as empirical research literature, and personal values.
Remember, this examination needs to be done in a context of controversy within civilityWe will not allow people to be disrespectful of other people's ideas. Remember that you
will never be graded on your opinion; only how well you support it.
Course Name, Number, Semester, and Year
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Second, effective education is student-centered. This means I will serve as a guide
throughout your learning process, but I do not see myself as the sole source of
knowledge. Practically, this means that small and large discussion will play a major role
in the course. This learning style makes it imperative that you do the readings before
class and come in prepared to discuss what you have read.
Third, knowledge is obtained in the interactive process of action and reflection. This is
why you will be involved in a community education project. Since the goal is for you to
become active participants in the discovery of knowledge, you will be integrating ideas
that have been generated from the readings and class discussions with ideas that have
originated from your community project work..)
Course Requirements & Grading:
The total points possible for the class is 200.
I) Gender & Community Project (100 points total)
II) II) 3 Integration Assignments (75 points total)
III) III) Participation (25 points)
Assignments:
Course Name, Number, Semester, and Year
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I. Gender
& Community Project: 100 points
The Gender & Community Project is team based cumulative project that is divided into
four distinct assignments. The due date of each assignment is noted on the green-sheet.
This project is adapted from the work of psychologist, Jennifer Freyd. Three class
sessions will be allotted to team project meetings but the bulk of the project work will be
done as homework, outside of class time. In this project, you will apply research and
theory from the psychology of gender to educate people and/or influence policy change.
For instance, you might write a letter that could be sent to a local school board arguing
for or against single sex public schools. Or you might create a compelling video, poster,
public service announcement, web site, or pamphlet to prevent gender based hate crimes
and also draft a letter to appropriate administrators (e.g. a principal, res hall director,
CEO) explaining why this media campaign would be effective. Or you might create a
brief report for state or national legislators about family leave and child care policy.
Your project will be graded on the degree to which you clearly and effectively apply
research and theory from the psychology of gender. You must use references from the
psychology of gender literature. These references may include articles or chapters from
the required course readings. Each team member will be expected to find, read,
summarize and use one relevant scientific article from the library. Your project must
demonstrate your comprehension of psychological literature related to gender and your
ability to apply the scholarly and research information you have read. More details about
each part of the Gender and Community Project will be given on the course web site.
The Gender and Community Project consists of the following four assignments:
1. Project Plan (10 points): This plan must indicate your educational outreach
objectives (what are you trying to teach), your audience (who are you trying to educate),
and your final product (e.g. letter, poster, brochure, video, web site. Each team member
must provide a citation for a scientific article or book chapter on the psychology of
gender that comes from a social science database such as psycinfo (go to:
library.sjsu.edu). You will also list team members and their proposed responsibilities for
completion of the project. A detailed assignment sheet will be provided on the course
web site.
2. Progress Report (20 points): This report will summarize the literature you have read
(e.g detail research question, methods, conclusion, implications) and will describe what
each team member has learned about the issue. Each team member will report what they
have accomplished toward the final product (e.g. created an outline, drafted a web site,
started shooting a video, conducted interviews, met with resource people) and will
explain how the relevant literature reviewed supports the aims of the project. A detailed
assignment sheet will be provided on the course web site.
3. Final Project Report (30 points): This report will include all text from your project
(all the words and media that will be included in your web site, pamphlet, video, or other
product) and will provide me with the opportunity to make edits and suggestions prior to
your team creating your final educational media. The contribution of each member will
be listed. A detailed assignment sheet will be provided on the course web site.
4. Final Project Presentation (40 points): All projects will be presented at a Gender and
Community Forum held during finals week. All team members must participate in the
Course Name, Number, Semester, and Year
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final presentation in order to receive credit. Over the course of the semester, we will work
together to develop the most effective strategy for using your projects to influence change
in the context of an educational forum.
II. Integration Assignments (75 points)
Three integration assignments, worth 25 points each, will provide an opportunity for you
to integrate information from course readings and lecture with personal reflection and
opinions. Specific integration questions will be provided for each assignment. Each
integration assignment will be no more than three pages, double spaced, using a standard
12 point font. I will not accept hand written work.
III. Participation (25 points)
The purpose of evaluating your participation is to encourage and reward students who
demonstrate engaged scholarship. Thus, you will be evaluated on the extent and quality
of your participation in class and class related projects. I may periodically distribute in
class thought assignments based on the readings that will be considered in
evaluating your participation. Your participation grade will be based on the following
criteria:
Excellence (25 points) requires that you participate fully in the Gender & Community
Project, that you respond thoughtfully and clearly to all in class thought assignments, and
that you play a leadership role in discussion, demonstrate that you carefully read and
thoughtfully consider the text, discuss points articulately, listen sensitively and respond
intelligently to other's views; do not interrupt, obstruct or dominate discussion; ask
insightful, carefully-constructed questions; and take responsibility for the overall quality
of the discussion.
Above average (20 points) requires that you participate fully in the Gender & Community
Project, that you respond thoughtfully and clearly to all in class thought assignments, and
that you participate actively in discussion, demonstrate good knowledge of the text, work
to achieve understanding, listen to other viewpoints, and ask sound questions.
Average (15 points) requires that you participate fully in the Gender & Community
Project, that you respond thoughtfully and clearly to all in class thought assignments, and
that you follow the discussion, make occasional comments, have a basic knowledge of
the text, and sometimes ask questions.
Below average (5 points) requires that you participate fully in the Gender & Community
Project, that you provide a clear response to some of the in class thought assignments,
and that you occupy a seat and occasionally ask questions in class.
Course Name, Number, Semester, and Year
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At the end of the course, you will be asked to evaluate your level of participation and
success in conducting campus/community workshops. This self-evaluation will be
taken seriously when participation grades are determined.
g and Adding
Students are responsible for understanding the policies and procedures about add/drop,
grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the
current academic calendar web page located at
http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop
Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should
be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at
http://www.sjsu.edu/advising/.
Grading Policy
The various parts of the course add up to 200 possible points. To tabulate your final
grade, divide your total points achieved by 200. For example if your total points achieved
add up to 200, you have achieved 100% of all possible points and your percentage score
corresponds to an A+. To convert your percentage points to a letter grade, use the
following scale.
98-100=A+
88-89=B+
78-79=C+
68-69=D+
< 60=F
93-97=A
83-87=B
73-77=C
63-67=D
90-92=A80-82=B70-72=C60-62=D-
.)
Other Important Information:
1. Office Hours:
Office hours are generally used to help clarify information from lectures, discussions,
group activities, readings, or papers. At least once this semester, however, I would like
you to stop by during my office hours so that I can get to know you on a personal basis. I
am also available to discuss graduate school in psychology and other professional
development issues.
2. Late Assignments:
Assignments are due the first 5 minutes of class. The late policy for any work is a 5
point drop in grade for each class period late. If a medical or legal emergency delays
the turning in of an assignment, please contact me as soon as possible, provide
documentation of the event, and we will work something out. Late assignments may
not be returned as promptly because they will be competing with papers in this class
and in other classes, which are turned in on time.
Course Name, Number, Semester, and Year
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University Policies
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose
State University. The University’s Academic Integrity policy, located at
http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic
course work. Faculty members are required to report all infractions to the office of
Student Conduct and Ethical Development. The Student Conduct and Ethical
Development website is available at http://www.sjsu.edu/studentconduct/.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without
giving proper credit) will result in a failing grade and sanctions by the University. For
this class, all assignments are to be completed by the individual student unless otherwise
specified. If you would like to include your assignment or any material you have
submitted, or plan to submit for another class, please note that SJSU’s Academic Policy
S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need
to make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 requires that students with disabilities requesting accommodations must
register with the Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to
establish a record of their disability.
Student Technology Resources (Optional)
Computer labs for student use are available in the Academic Success Center located on
the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer
labs may be available in your department/college. Computers are also available in the
Martin Luther King Library.
A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include digital and VHS camcorders, VHS and
Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound
systems, wireless microphones, projection screens and monitors.
Learning Assistance Resource Center (Optional)
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to inspire them to become independent learners. The Center's tutors are
trained and nationally certified by the College Reading and Learning Association
(CRLA). They provide content-based tutoring in many lower division courses (some
Course Name, Number, Semester, and Year
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upper division) as well as writing and study skills assistance. Small group, individual, and
drop-in tutoring are available. Please visit the LARC website for more information at
http://www.sjsu.edu/larc/.
SJSU Writing Center (Optional)
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by
professional instructors and upper-division or graduate-level writing specialists from each
of the seven SJSU colleges. Our writing specialists have met a rigorous GPA
requirement, and they are well trained to assist all students at all levels within all
disciplines to become better writers. The Writing Center website is located at
http://www.sjsu.edu/writingcenter/about/staff/.
Peer Mentor Center (Optional)
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success
Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping
students manage university life, tackling problems that range from academic challenges
to interpersonal struggles. On the road to graduation, Peer Mentors are navigators,
offering “roadside assistance” to peers who feel a bit lost or simply need help mapping
out the locations of campus resources. Peer Mentor services are free and available on a
drop –in basis, no reservation required. The Peer Mentor Center website is located at
http://www.sjsu.edu/muse/peermentor/
Course Name, Number, Semester, and Year
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Course Number / Title, Semester, Course Schedule
List the agenda for the semester including when and where the final exam will be held.
Indicate the schedule is subject to change with fair notice and how the notice will be
made available.
Table 1 Course Schedule
* Course schedule is subject to change. You are expected to come to class and check course web
site to remain current.
Class
Th
8/25
T 8/30
Th 9/1
T 9/6
Th 9/8
Topic
Introduction to Psych
of Women & Gender
Introduction to
Scientific Methods &
Values
Images of Women
& Men: Media
Reading Due
Text: Chapter 1,
Intro to a Feminist
Psych of Women, 229.
Disch: Johnson
Patriarchy, The
System, 98-106.
Text: Chapter 2, Images of
Women and Men, 30-48.
Film Clip:
Dreamworlds 3
(XD-0803)
Disch: Jensen, a
Pornographic world, 270-277.
Images of Women &
Men: Stereotypes
Text: Chapter 2,
Images of Women
and Men, 49-65.
Doing Gender:
Social Categories
Film Clip: Hip-hop:
Beyond Beats and
Rhymes
(XD-0703)
Course Name, Number, Semester, and Year
Evaluation Due
Disch: Zimmerman,
Where are the
Women?, 257-261.
Text: Chapter 3, Doing
Gender, 67-88.
Disch: Messner, Boyhood,
Organized Sports.., 119-135.
Page 9 of 13
Class
T 9/13
Discussion Topic
Reading
Doing Gender: Effects
Text: Chapter 3, Doing
Gender, 89-104.
Evaluation
Disch: Staples, Just Walk
on By, 204-207.
Th 9/15
T 9/20
Meanings of
Difference
Text: Chapter 4, Meanings
of Difference, 105-135.
Bio, Sex, & Gender:
Bio & Culture
Disch: Lorber, the Social
Construction of Gender,
112-117.
Text: Chapter 5, Bio, Sex, and
Gender, 137-171.
Film Clip: You Don’t
Know Dick (XS-1691)
Th 9/22
T 9/27
Disch: Coventry, Tyranny of the
Esthetic, 212-220.
Disch: Wright, To be Poor and
Transgender, 622-627.
Gender Privilege/
Heterosexism
Film: Speak Up!
(XS-2567)
*Meet with project
team to discuss project
plan
Becoming Gendered:
Development
Text: Chapter 6, Becoming
Gendered, 172-201.
Integration #1
Due
Film Clip: Tannen, He
Said She Said
(www.classroommedia
.com)
Th 9/29
T 10/4
*Meet with project
team in class to
finalize project plan
Becoming Gendered:
Social Scripts
Text: Chapter 6, Becoming
Gendered, 202-215.
Disch: Kriegel, Taking It, 207-209.
Th 10/6
Becoming a Woman:
Puberty and
Adolescence
Project Plan
Due
Text: Chapter 7, Becoming
a Woman, 216-231.
Disch: Jeffreys, Making Up
is Hard to Do, 186-200.
Course Name, Number, Semester, and Year
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Class
T 10/11
Discussion Topic
Reading
Becoming a
Woman: Stressors
Text: Chapter 7,
Becoming a Woman,
232-245.
Film Clip: Still
Killing Us Softly 4
(XD-1464)
Th 10/13
T 10/18
Sex, Love, and
Romance:
Sexuality and
Development
Sex, Love, and
Romance: Desire
and Violence
Film: The Line
(www.mediaed.org)
Th 10/20
T 10/25
Th 10/27
T 11/1
Commitments:
Women and Close
RelationshipsPartnering
Commitments:
Women and Close
RelationshipsAlternatives
Mothering: Decisions
Mothering: Experiences
Evaluation
Disch: Haubegger,
I’m not Fat, I’m
Latina, 210-211.
Text: Chapter 8: Sex,
Love & Romance,
247-264.
Disch: Bednarska,
Passing Last Summer,
282-288.
Text: Chapter 8: Sex,
Love & Romance,
265-281.
Disch: Schafner,
Injury, Gender, and
Trouble, 539-549.
Text: Chapter 9,
Commitments, 282303.
Text: Ch 9,
Commitments, 303316.
Disch: Rust, the
Impact of Multiple
Marginalization, 289296.
Text: Chapter 10, Mothering,
317-338.
Disch: Flavin, Contemporary
Challenges, 304-317.
Text: Chapter 10, Mothering,
339-358.
Integration #2
Due
Project
Progress
Report Due
Disch: Collins, Bloodmothers,
Othermothers.., 318-324.
Course Name, Number, Semester, and Year
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Class
Topic
Reading Due
Th 11/3
Work and
Achievement: Equity
Issues
Text: Chapter 11, Work
and Achievement, 359386.
Evaluation
Due
Disch: Crittenden, Sixty
, 433-440.
T 11/8
Work and
Achievement: Policy.
Text: Ch 11, Work and
Achievement, 387-397.
Film Clip: The
Motherhood Manifesto
(www.momsrising.org)
Disch: Zarembka,
America’s Dirty Work:
Modern Maids, 451-460.
Th 11/10
TBA
T 11/15
Midlife and Beyond
Text: Chapter 12,
Midlife and Beyond,
399-437.
Th 11/17
Violence against
Women: Intimate
Violence Pt. 1
Text: Chapter 13,
Violence against
Women, 439-465.
Film: TBD
T 11/22
Violence Against
Women: Intimate
Violence Pt. 2
Th 11/24
NO CLASS:
Disch: Goodwin,
Trafficking, 552-556.
Text: Chapter 13, Violence
against Women, 466-475.
Final Project
Report Due
Thanksgiving Holiday!
T 11/29
Violence Against
Women: Dating
Violence and
Prevention
Disch: Katz, Eminem’s
Popularity, 517-529.
Integration #3 Due
Disch: Benedict, Private War,
569-576.
Film: TBD Dealing
With Teen Dating
Violence
*SAVE: Students
Against Violence
Everywhere
Course Name, Number, Semester, and Year
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Class
Topic
Th 12/1
*In-Class Team Meeting:
This meeting will be used for
finalizing the product and
planning the presentation
T 12/6
Mental and Physical Health
Film Clip: Naomi Wolf, The
Beauty Myth
(www.classroommedia.com)
Th 12/8
Making a Difference
Reading Due
Evaluation
Due
Draft of final product
expected to be
available for team and
prof. review.
Text: Chapter 14,
Mental and
Physical Health,
477-515.
Disch: Sabo,
Masculinities and
Men’s Health, 585602.
Disch: DeLorey,
Health Care
Reform-A
Woman’s Issue,
603-606.
Text: Chapter 15, Making a
Difference, 516-526.
Disch: NOMAS Statement
of Principles, 631-638.
Disch: Hernandez,
Feminism’s future, 639641.
Final Day
Event
Gender & Community
Forum
TBA
Course Name, Number, Semester, and Year
Final Project
Presentation
Due
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