Psychology 250. Human Sexuality
Dr. Muñoz
Spring 2009
Tuesdays 1:45 – 4:30 PM
Cleveland Hall 110, Wells College
Instructor: Dr. Muñoz vmunoz@wells.edu
Teaching Assistant: Heather Frost hfrost@wells.edu
Heather will have office hours on:
Mondays 7 – 9PM Long Library
Tuesdays 1 – 3PM Macmillan 310
Freud Concepts
Final Exam posted online. Click here to download it.
Midterm Exam posted online. Click here to download it.
UPDATES:
April 14: PowerPoint from Center for Disease Control (CDC) HIV/AIDS, 1985 - 2007
Webpage: Centers for Disease Control and Prevention click here
March 31: Please note that last week’s readings will be discussed this week as
well as what was already scheduled for this week.
Check March 31 in the syllabus below for details on readings and who is leading
class discussions this week.
DUE: Your reflections on our visit to the Human Sexuality Collection at Cornell
last week. Click here to download this assignment.
Heather now has office hours. Please email her or stop by with any questions. I
especially encourage you to talk with Heather about leading the class discussion.
Be sure to check the week you are responsible for leading the class discussion
on a specific reading. Please read the guidelines for leading the discussion
carefully.
 This syllabus will be updated as the semester progresses. Be sure to check
weekly for updates.
 As we view films, I will list the titles and other information here so that you can
reference these in your essays.
COMPLETE FILM LIST:
1. Sigmund Freud: Analysis of a Mind. 1995. A & E Television.
2. Private Dicks. 1995. Meema Spadola & Thom Powers.
3. The Clitoris. 2003. Stephen Firmin & Variety Moszynski
4. Just Call Me Kade. 2001. Sam Zolten
5. Self-Loving. 1992. Betty Dodson.
6. Kinsey. 2005. Barak Goodman & John Maggio.
7. Mutuality. 1984. Focus International.
8. A Matter of Choice? Growing Up Gay. 2007. Nightline, ABC News
Productions, Inc.
9. Georgie Girl. 2001. Annie Goldson and Peter Wells.
10. Psychotherapy With Gay, Lesbian and Bisexual Clients Historical
Perspectives. (Date, N.A.; 2005 approximately). Ron Scott, Ph.D., and Eli
Reyna. Buendia Productions.
11. The Heart of the Matter. 1994. Gini Reticker & Amber Hollibaugh. Icarus
Films.
12. Hermaphrodites Speak!. 1996. Intersex Society of North America.
www.isna.org
13. Sex: Unknown. 2001. Andrew Cohen and Stephen Sweigart. NOVA.
14. Gender Trouble. 2002. Roz Mortimer. Seventh Art Releasing.
Catalogue Course Description A survey of the biological, psychological, and cultural
aspects of human sexuality including the development of sexual behavior, love and
sexual relationships, AIDS, sexual victimization, the physiology of sexual behavior and
sexual dysfunctions, controversial issues in human sexuality.
Required Texts
Three Essays on the Theory of Sexuality. Freud, S. [1925] 1962. Revised edition
(January 2000)
Queer by Choice: Lesbians, Gay Men, and the Politics of Identity. Whisman, V. 1995.
Sexuality and the Stories of Indigenous People. Hutchings, J. and Aspin, C (Editors).
2007.
Lessons from the Intersexed, Suzanne Kessler, 1998
Required readings will also be placed on reserve in Long Library. See course
reading assignments below for details.
Class Format The seminar format will allow us to be very interactive and to fully
engage with the concepts and theories. To successfully do this it is essential that you
read and think carefully about the ideas presented. Be prepared to discuss the readings
on the day they are listed.
Films We will view at least one film on human sexuality weekly. This is an important
component of the course because it allows us to actually see human sexuality in action
and to make our own observations. The films are educational in nature. There is no
pornography. However, many of the films are explicit in both what people say and what
they do. If you are uncomfortable with or offended by viewing explicit films of human
sexuality you may want to consider not taking this course because these films are
central to the way the course is taught and you cannot opt out of viewing them.
Learning Outcomes
Critically analyze theories of sexuality by examining the underlying assumptions about
human "nature" within the theories;
Understand how sexual development is influenced by race, class, ethnicity, gender, and
the historical moment;
Develop awareness of and respect for sexual diversity;
Critically analyze the systemic ways in which heterosexual privilege, sexism, and
homphobia structure sexualities.
1. Essay Exams (40%)
-- Midterm Exam: The midterm exam will consist of essay questions covering the first
half of the semester's readings and films. Midterm due on March 24 in class. (20%)
-- Final Exam: The final exam will consist of essay questions covering the first and
second half of the semester's readings and films, but mostly focus on the second half.
Final exam due during finals week. Exact day TBA (20%) 2. Reflective Essays (40%)
Since we will be viewing a variety of films and reading from a variety of perspectives on
human sexuality it is important that you spend time analyzing and reflecting on your
responses, questions, insights, concerns to what we see, read, and discuss in class.
The reflective essays provide a place for that reflection to occur. These papers need to
include thoughtful links with the readings, for example, how does a film expand or
contest the research? How is a visual representation different than reading about it?
What surprised you? How did a film make you feel? What questions have been raised
for you? 5 - 7 pages, double-spaced maximum. Include title page and references page
(but these are not included in the maximum page count).
-- Reflective Essay 1 due at beginning of class, Feb. 24 (20%)
-- Reflective Essay 2 due at beginning of class, April 28 (20%)
3. Participation in Class Discussion and Presentation on Readings (20%):
-- Each student will be responsible for leading at least one discussion of a selected
reading assignment. Your preparation for this will include making a hand-out with an
outline containing questions for the class to consider and a summary of the
information in the selected reading (10%). 2 - 3 pages maximum.
Sign up to lead class discussion by Week 2. Look through the readings and
choose one which is especially challenging to you.
-- Participation and Attendance: Your thoughtful participation is important for
many reasons. The major reason is: Articulating what you think assists you in
developing the capacity to critically examine what you are learning. I expect students to
refer to the readings and make observations about what you thought and why, and raise
any questions that you have and are curious about exploring. Thoughtful discussion
based on critical reading is much more important than lots of discussion based solely on
opinion. This component of the grade for the course is based on your capacity to
critically discuss the theories, perspectives, controversies, assumptions, and so on
presented in the texts. This also includes participating in assignments during class such
as mapping your conceptual framework, free writing, and small group work. Attendance
is critical. Obviously, you must attend to participate! If you cannot attend class for
medical reasons or in case of emergency, please inform me in advance. (10%)
A Note on Course Assignments
ALL written work must be double-spaced, printed out clearly in black ink, 12 point plain
font (New York, Times, Palatino, Courier, only), spellchecked and proofread. Written
work which does not follow this format will be marked down accordingly.
Assignments are due as written in the syllabus. Assignments handed in late will be
graded a letter grade lower for every late day, the day they are due will be included as
the first day.
Assignments will not be accepted over email. They must be printed out and handed
in when due in class.
A Note on Attendance
Attendance is required. Only absences for documented illness or emergencies will be
excused without penalty. Each absence lowers your final course grade by a grade. For
example, say your earned final grade is an A but you have one unexcused absence,
your final grade will be A-. If you have two unexcused absences your final grade will be
B+, and so forth.
Some interesting links.
This list will be updated weekly. Be sure to check back.
New York Times Magazine, 25 Jan 2008, “What do women want?”
American Psychological Association; information on intersex conditions
Who was David Reimer? Article by the Intersex Society of North America (ISNA)
Phimosis: Is circumcision necessary?
"ex-gay" therapy?
childhood amnesia?
Can gay people become heterosexual in three weeks or ever?
Science makes fallen soldier a father
Wikipedia info on childhood sexuality: Freud and Kinsey
The Kinsey Institute for Research in Sex, Gender, and Reproduction GO TO this link for
background on Kinsey's Study
John Money, "Lexical History and Constructionist Ideology of Gender" and
"Feminism before and after Gender". These are from, Gendermaps: Social
contructionism, feminism,
and sexosophical history. 1995. NY: Continuum.
Milton Diamond articles (click to see index of online articles and download to read in
PDF).
Particularly relevant are the articles from 2000 forward. See especially,
The John/Joan Case: Another perspective. Milton Diamond (2000)
Clive Aspin, The Place of Takatapui Identity within Maori Society
TOPICS, READINGS, AND DUE DATES FOR ASSIGNMENTS
Jan 27
WEEK 1: Overview of course, introductions, and discussion of course assignments.
Due next week: Concept Maps of Sexuality: What is your conceptual framework?
 Using PowerPoint (so that your map can be projected) illustrate what you think
are the central concepts in the psychology of human sexuality.
 Sexuality Models from previous classes
Sigmund Freud: Childhood Sexuality and Other Sex Scandals
Feb. 3
WEEK 2
S. Freud, Three Essays on the Theory of Sexuality
-- Chapter 1, The Sexual Aberrations, pp. 1 – 38
Due: Concept Maps of Sexuality: What is your conceptual framework?
 Bring your PowerPoint to class and be prepared to discuss your conceptual
model
 Sign up to lead a class discussion.
Feb. 10
WEEK 3
Due: Concept Maps of Sexuality: What is your conceptual framework? For those who
did not discuss conceptual framework last week.
S. Freud, Three Essays on the Theory of Sexuality
-- Chapter 2, Infantile Sexuality, pp. 39 – 72
Feb. 17
WEEK 4
S. Freud, Three Essays on the Theory of Sexuality
-- Chapter 3, The Transformations of Puberty, pp. 73 - 96
Kinsey, and Masters and Johnson: Sex in the Lab
Feb. 24
WEEK 5
Reserve Reading
Kinsey et. al, Sexual Behavior in the Human Female
Chapter 5, Masturbation, pp. 132 – 190
Kinsey, et al. Sexual Behavior in the Human Male
Chapter 14, Masturbation, pp. 497 – 516
Discussion Leaders: Amanda & Matt
Reflective Essay 1 due in class.
March 3
WEEK 6
Reserve Reading
William Masters and Virginia Johnson, Human Sexual Response
-- Chapter 9, The Female Orgasm, pp. 127 – 140 Jarrell & Rob
-- Chapter 14, The Male Orgasm pp, 210 – 220 Mike & Kirsten
Genetic or Chosen?: Sexuality and Sexual Orientation
March 10
WEEK 7
V. Whisman, Queer by Choice
-- Chapter 1, Dear Abby, The Gay Agenda, and the New York Times, pp. 1 - 10
-- Chapter 2, The Pleasures and Dangers of Choice, pp. 11 - 36 Gaetane & Laura
-- Chapter 3, Stories of Choice, pp. 37 – 68 Jen
Midterm will be posted online.
WEEK 8 March 17: SPRING BREAK
March 24
WEEK 9
MEET AT MAIN BUILDING AT 1:30PM to travel to Cornell’s Human Sexuality
Collection.
We will be back around 4:30PM
Midterm due.
Decolonizing Sexuality
March 31
WEEK 10:
Finish from last week because of Field Trip - V. Whisman, Queer by Choice
-- Chapter 4, Choosing a Story: Determined, Chosen, Mixed, pp. 69 - 106 Kathleen
-- Chapter 5, Difference and Dominance: Gendered Identity Accounts, pp. 107 - 118
Anton
-- Chapter 6, Conclusion, pp. 119 - 126
Sexuality and the Stories of Indigenous People
Karina Walters, “Foreword,” no page numbers.
Jessica Hutchins and Clive Aspin, “Introduction,” no page numbers
Georgina Beyer, “Of Two Spirits,” pp. 70 – 81
Carl Mika, “Locating the Lisp Gene,” pp. 133 – 140
Clive Aspin, “Takatapui – Confronting Demonisation,” pp. 159 – 167
Caroline & Asa
April 7
WEEK 11
Sexuality and the Stories of Indigenous People
Te Taite Cooper, “Why Do Maori Come Out of Closets?”, pp. 141 – 148
Elizabeth Kerekere, “Takatapui – Where Worlds Collide,” pp. 35 – 43
Anton Blank, “Name Calling,” pp. 104 – 109
Paul Reynolds, “I’m Takatapui! I’m Takatapui Tane!”, pp. 110 – 121
John & Tom
April 14
WEEK 12
Hutchins and Aspin, Sexuality and the Stories of Indigenous People
Geoff Rua’ine, “Takatapui and HIV – a Personal Journey,” pp. 149 – 158
Jessica Hutchins, “Hauora, Maori Women and HIV/AIDS,” pp. 180 – 188
Louisa Wall, “Takatapui: An Identity of Choice or a Gift from My Tupuna?” pp. 44 – 54
Marewa Glover, “Erotising Equality, Coming to Power,” pp. 58 – 69
Sarah
Intersexuality: Redefining Sex, Gender, and Sexuality
April 21
WEEK 13 S. Kessler, Lessons From The Intersexed
Chapter 1: Introduction, pp. 1 - 11
Chapter 2: The Medical Construction of Gender, pp. 12 - 32 Anna
April 28
WEEK 14
S. Kessler, Lessons From The Intersexed
Chapter 3: Defining and Producing Genitals, pp. 33 - 51 Emily
Chapter 4: Evaluating Genital Surgery, pp. 52 – 76 Erin
Reflective Essay 2 due in class
May 5
WEEK 15
S. Kessler, Lessons From The Intersexed
Chapter 5: Questioning Medical Management, pp. 77 - 104
Chapter 6: Rethinking Genitals and Gender, pp. 105 - 132
Final exam posted online
Final exam due during finals week. Exact date TBA.
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