PSYSC 277 – Psychology of Sexual Behavior
Fall, 2006
Instructor: Dr. George Gaither (ggaither@bsu.edu)
Office: NQ 123
Office Hrs: T 3-4,
W 1-3, Th 8-9
Phone: (765) 285-1694
or by appt.
Class Periods: T/Th 11:00 – 12:15
Location: TC101
GA: Linda Baggett (lrbaggett@bsu.edu)
TA: Adam Reichle (acreichle@bsu.edu)
Required Text
Allgeier, E. R., & Allgeier, A. R. (2000). Sexual Interactions (5th Ed.). New York: Houghton-Mifflin.
Course Description
This course provides an examination of the determinants of human sexual behavior, focusing especially on the
development of sexual identity and attitudes. Perspectives from the fields of social psychology, personality theory, and
physiological psychology will be used to build an understanding of the complexities with respect to human sexual behavior.
Prerequisite: PSYSC 100.
Purpose of the Course
The purpose of this course is to demystify human sexuality and to aid students in understanding the complexities of this
topic area. Human sexuality has been a topic of scholarly research only within the past century. Therefore, there will be a
strong focus on evaluating developing sexuality research data, including the theories upon which they have been based and
the methods used to gather them. Because sexual attitudes and behaviors, like other attitudes and behaviors, cannot fully
be understood from any one perspective, the course will emphasize a variety of theoretical and cultural frameworks. There
will be also be an emphasis on understanding the impact of cultural diversity with respect to the human sexual experience
(e.g., age, race/ethnicity, gender, sexual orientation, disability, and national origin).
Informed Consent
This course deals with human sexuality. We will discuss sexuality-related issues using the appropriate labels (e.g., penis,
vagina) and some of the auditory-visual materials used for the course may include nudity and in some instances explicit
depictions of sexual interactions. If you do not wish to be exposed to frank discussions of sexuality-related topics (e.g.,
sexual behavior, anatomy, abortion, pornography, sexual deviations) or sexually-explicit materials, please withdraw
from the course, or see the instructor if you would like to discuss this.
Special Arrangements
If you need accommodations because of a disability, if you have emergency medical information to share with me, or if you
need special arrangements in the event the building must be evacuated, please see me as soon as possible. Any test
accommodations involving the Learning Center are your responsibility. Please let me know at least one week prior to an
exam if you have made arrangements to take a test in the Learning Center.
Academic Dishonesty
Academic dishonesty (as defined on pages 16-17 of Ball State’s Code of Student Rights and Responsibilities) will not be
tolerated and such behavior will be dealt with in accordance with Ball State University policy (see pages 17 – 18 of the
Code of Student Rights and Responsibilities).
Tips for Succeeding in this Course
READ THE ASSIGNED MATERIAL BEFORE LECTURES. Lectures and class discussions are intended to
supplement and enhance (not substitute) what you have read in the text. You will be held responsible for assigned text
material whether or not it is covered during class time.
ATTEND CLASS AND ASK QUESTIONS. I expect that you will attend and actively participate in class discussions.
This suggests that you need to be willing to offer comments and ask questions during class. Questions not only allow you
to clarify your understanding of various topics, they may also help to stimulate class discussions.
TRY TO TIE THE CONCEPTS FROM CLASS TO YOUR EVERYDAY LIFE. Oftentimes in psychology courses,
we teach abstract theories and principles as ways of helping students understand the world around them. When you are
reading the text and listening to lectures, think about how the information applies to your own life. Instead, then, of trying
to memorize a theory, and all the terms that go with it, you’ll be able to remember an experience and how it played out,
with each of the terms having concrete examples for you. When you are faced with a question (on an exam, in class, from
one of your friends,…) you will be able to apply the theory much easier to find a solution.
TALK TO PEOPLE ABOUT WHAT YOU ARE LEARNING. You may never have had a serious conversation about
sexuality with anyone before. You may find that some of the discussions we have in class may challenge some of your
beliefs and/or practices, while other discussions further strengthen your beliefs. Talking to others about what you are
learning gives you an opportunity to apply course information as well as helping you to get a better understanding of your
beliefs and how they affect your life. You will also find that many exam questions are written in this manner as well.
Course Structure
Blackboard. Assignments and course documents for this course can be found on-line at http://mybsu.edu.
Attendance (10 % of final course grade). Class attendance is strongly encouraged as exam questions will be derived
partly from class discussions and in-class exercises.
Attendance Evaluation: At the end of each class period, a subgroup of students will be given the opportunity to
write a “minute paper.” If you are selected, you will be given a question to answer such as “what was the most
interesting thing that you learned today?” Each minute paper will be worth up to 2 points.
Make-up for Missed Attendance: Students who are not in class on a day that their attendance was evaluated will
be offered an opportunity to make up their attendance by turning in an additional 5 Concept Reflections (see below
for more information about Concept Reflections) by the beginning of the next class period (5 because a minimum
of 5 different concepts will be covered in each class period).
Bonus for 100% class attendance: Students who maintain 100% attendance (i.e., who are in class all of the
times that their attendance is evaluated) will have their lowest score between exams 3 and 4 replaced by their
average for the other 4 exams.
Concept Reflections (20% of final course grade): Each exam period you will need to turn in 2 “concept reflections” (see
the Course Schedule below for CR deadlines) per class “section” (total of 10 CRs). You will log into INQSIT (from
anywhere you have access to the Internet – does NOT have to be in the testing labs) and type (or paste in) your reflection.
Reflections should (1) describe in your own words a course concept discussed in either the textbook or class and
(2) provide an example from your life to illustrate the concept and (3) describe how you feel about the concept.
Examples can be found on Blackboard under Course Documents. Reflections will be scored on a scale of 0-3 pts
based on how accurately you describe the concept, the appropriateness of the example (i.e., how well you show the
connection between the example and the concept) and whether you discuss your feelings about it. Reflections will
not be accepted after the due date without documentation of an extended illness, beginning at least the day before it
was due.
Exams (50% of final course grade): The course is divided into 5 sections (see class schedule), each of which will be
followed by a multiple-choice exam.
For each exam there will be a pool of 200-500 items, from which 50-100 questions will be selected by inQsit.
Thus, each student will take a different version of the exam, though every student will be administered the same
number of questions per chapter and class period.
You will have the opportunity to enter each exam up to 2 times. Thus, if you do not score as high as you think you
can the first time you take the exam, you will be able to take the exam a second time (entering the exam twice, but
only submitting your responses one time will count as both of your opportunities). Please note that since questions
will be selected by inQsit, you will not likely see much overlap in specific questions if you take the exam twice.
Exams will be taken outside of class periods using Ball State’s inQsit computer-based testing system EXAMS
MUST BE TAKEN IN ONE OF BSU’S SECURE COMPUTER-BASED TESTING LABS (instructions for
scheduling your is available on the course Blackboard site) DURING THE SCHEDULED EXAM PERIOD. Each
exam period will begin at beginning at 12:30pm of on a Thursday and ending at 9am on a Tuesday). Please note
that the Exam 5 testing period runs through Finals week, but it is not a comprehensive final exam.
Missed Exams. Students who (a) must attend university-sponsored, out-of-town events during an exam period,
that provide advance, written notice from their coaches or supervisors or (b) are unable to take an exam during the
exam period due to a verifiable personal or medical emergency will be provided the opportunity to take a make-up
exam at the end of the semester (see course schedule).
Belief Project (20% of final course grade): Instructions for this project, which can be done either individually or as part
of a group of up to 4 students, can be found at the end of this syllabus. Briefly, you will write a paper describing a specific
sexuality-related belief, attitude, or behavior and relating it to your life and the world around you in a variety of ways. You
will be required to turn in a contract (at the end of this syllabus) on 8/31and final papers will be due 9/21.
Final Grades. Final grades for this course will be based upon the following scale:
94% + = A
90 – 93% = A88 – 89% = B+
82 – 87% = B
80 – 81%
78 – 79%
72 – 77%
70 – 71%
= B= C+
=C
= C-
68 – 69%
62 – 67%
60 – 61%
<60%
= D+
=D
= D= F
Course Schedule*
Section
1
2
3
4
5
Date
8/22
Topic
Introduction to Course
8/24
Ch 1 Sexual Realities and Myths
8/29
Ch 2 Perspectives on Human Sexuality
CR 1 due by 3:30
8/31
Ch 2 Perspectives on Human Sexuality
Belief Contract Due
9/5
Ch 3 Human Sexuality Research Methods
CR 2 due by 3:30
9/7
Ch 3 Human Sexuality Research Methods
Exam 1 testing period begins at 12:30pm
9/12
Ch 4 Male Sexual Anatomy & Physiology
Exam 1 testing period ends at 9:00am
9/14
Ch 4 Female Sexual Anatomy & Physiology
9/19
Ch 5 Sexual Behavior
CR 3 due by 3:30; 1st Withdrawal Period Ends
9/21
Ch 5 Sexual Behavior
Belief Paper Due
9/26
Ch 6 Sexual Arousal
CR 4 due by 3:30
9/28
10/3
Ch 6 Sexual Communication
Ch 7 Love
Exam 2 testing period begins at 12:30pm
10/5
Ch 8 Sexual Differentiation & Development
10/10
Ch 8 Sexual Differentiation & Development
10/12
Ch 9 Pregnancy & Birth
10/17
Ch 10 Contraception
CR 6 due by 3:30
10/19
Ch 11 Resolving Unwanted Pregnancies
Exam 3 testing period begins at 12:30pm
10/24
Exam 3 testing period ends at 9:00am
10/26
Ch 12 Sexuality in Childhood &
Adolescence
Ch 13 Sexuality in Adulthood
10/31
Fall Break
11/2
Ch 14 Variations in Sexual Orientation
11/7
Ch 14 Variations in Sexual Orientation
11/9
Ch 16 Sexually Transmitted Diseases
11/14
Ch 20 Sex for Profit
11/16
Ch 20 Sex for Profit
Exam 4 testing period begins at 12:30pm
11/21
Ch 15 Sexual Dysfunctions & Therapy
Exam testing period ends at 9:00am
11/23
11/28
Thanksgiving
11/30
Ch 18 Sexual Harrassment
12/5
Ch 18 Sexual Harrassment
CR 10 due by 3:30
12/7
Ch 19 Sexual Assault & Abuse
Exam 5 & Make-Up testing period begins at 12:30pm
12/16
Ch 17 Atypical Sexual Activity
Assignment Due
Exam 2 testing period ends at 9:00am
CR 5 due by 3:30
CR 7 due by 3:30
CR 8 due by 3:30
CR 9 due by 3:30
Exam 5 & Make-Up testing period ends at 11:45am
* The Instructor reserves the right to alter the course schedule as needed with proper notification of students.
Guidelines for Belief Project
PSYSC 277 Psychology of Sexual Behavior
The purpose of this project is for you to explore how your beliefs and attitudes are shaped by the world around you, as well
as how they affect your life in a variety of ways. It will also help you to gain a better sense of how your beliefs are fit with
results of scientific research and popular culture. As a result, you should strongly consider choosing a topic that is of
interest to you and that you feel comfortable talking and writing about.
Step 1. Decide whether you want to work on the project as an individual or as part of a group of up to 4 students. If you
work as part of a group, the group will need to elect a Project Manager (the contact person for the group, usually someone
with more interest in leadership or organization).
Step 2. Decide on a sexuality-related topic that you are interested in, such as:
Masturbation
Homosexuality
Erectile Dysfunction
Prostitution
Premarital sex
Pornography
Sexual harassment
Contraception/ Birth Control
Same-sex marriages
Homophobia
Sexual abuse
Sex education in schools
Step 3. Choose a specific belief that you want to explore. Some examples might be: “Pornography causes sexual
violence” or “Abstinence-only sex education increases teen pregnancy rate” or “People who engage in premarital sex
experience less sexual satisfaction later in life than people who delay sex until marriage” or “Not all children who have sex
with adults experience psychological problems” or “Homosexuals have no more psychological problems than
heterosexuals”. Be sure it is a belief that can actually be tested scientifically (i.e., the belief that “masturbation is
wrong” cannot be tested (it is based on morals, not science), but the belief that “masturbation causes psychological
problems” or “masturbation makes people engage in deviant sex acts” can).
On 8/31, you will need to turn in the contract at the end of these guidelines. Only one contract needs to be turned in
for a group.
You will need to use information from at least a few different sources to write a paper that will address the following:
1. Define your topic using 2 different sources (e.g., a dictionary and the textbook) and then describe the specific
belief (SB) about the topic that you are going to examine.
2. * Why did you choose this topic?
3. * What are your personal feelings about the SB and why you think you feel this way?
4. What does the textbook say about your topic? What does it say about the SB (if it is not discussed, what does
this imply)?
5. Describe the methods and results of a scientific research study that is related to the SB. The study must be
published in a scholarly research journal and NOT CITED IN THE TEXTBOOK.
6. Describe at least one specific example of how the SB is portrayed in the popular media.
7. Is the media’s portrayal of tbe SB consistent with what the textbook says? Is it consistent with the research
study findings?
8. * What impact does the SB have on your major, your (future) career, and your personal life?
9. What impact does the SB have on society at local, national, and global levels?
10. * How has working on this project affected your personal feelings about the topic and the SB?
If you work as part of a group, each member will need to answer the items above with an * individually (i.e., if there are 3
people in the group, there should be 3 separate responses for items 2, 3, 8, and 10), but you will only need to provide a
“group” response to the other items.
Specific Guidelines
1. Length: The paper should be 5-10 pages for an individual, not including the title page and
references/sources/works cited page (see # below for details). Group papers are based on the number of members:
2 = 7-12 pages; 3 = 9-14 pages; 4 = 11-16 pages.
2. Format: The paper should be written as an essay exam – that is, each question should be written out, followed by
your response(s). The paper must to be typed, double-spaced, and stapled together. The first page should be a title
page that includes the topic, each student’s name in alphabetical order by last name (put an * next to the project
manager’s last name), and the Referencing system that you used (see #4 below). The last page should be your
Reference or Works Cited page.
a. If you work as part of a group: the paper should be collated into a single paper, not a set of individual
papers.
b. For items 2, 3, 8, and 10, responses should always be in the same order and identified by member. For
example:
2. * Why did you choose this topic?
Mike: I chose this topic because….
Stephanie: I wanted to write about this topic because….
3. Answer the questions: The biggest place where people lose points is not answering the questions. Make sure you
understand what each item is asking and that you provide that information. If the item asks what your personal
feelings are, don’t tell me what the textbook says, tell me what you think. When it asks what the textbook says,
don’t tell me what you found on an internet site, tell me what the book says.
4. Stay consistent: Across questions, you should always be addressing the same specific belief. This is another
place where people tend to lose a lot of points. For example, if you say in #1 that your topic is homosexuality and
that the SB that you will be examining is that “Homosexuality causes psychological disorders”, you should not talk
about whether gays should have the right to marry, your feelings about how homosexuality develops, or why the
Catholic church has such a strong stance against homosexuality, as these are other issues. It can be very easy to get
way off topic very quickly and find yourself reading a lot of different material without any direction. If you stick to
one SB, you should have no trouble.
5. Sources: It is very important that you use the appropriate source for each item. For example, sources are not
needed for items 2 and 3.
a. The text should be cited whenever you take information from it (e.g., # 1, 4, and 7).
b. For item 5 (scientific research study)….The source must be the original source. That means you must read
a journal article – not an internet site’s, newspapers, or book chapter’s review of the article. It must also
come from a research journal. See the course instructor or a TA if you have questions about what
constitutes a research journal or where to find one.
6. Referencing System: You may use MLA-, APA-, or Turabian-style for in-text citations and references. You need
to state on your title page which style you used (if not it will be scored according to APA style). 10% of your grade
is based on how well you cite sources. Papers that are plagiarized (i.e., take information from a source with citing
the source in the text of the paper or listing the source on the reference/works cited page) will receive a 0.
7. Spelling/Grammar: Points will be deducted (up to 5%) for spelling and grammar mistakes, so please use the
spelling and grammar checks in your word processor, proofread it, and have someone else proofread it before
turning it in.
8. Turning the paper in: You must turn in both an electronic copy and a hardcopy of the paper.
a. Electronic copy. You must upload the electronic copy to the Digital Dropbox on the course Blackboard
site (see Announcements on the BB site for instructions) by 3:30pm on 9/21/06
b. Paper copy. You must turn in a hard copy of the paper by the end of class on 9/21/06.
Belief Project Contract Form
PSYSC 277 Psychology of Sexual Behavior
Project Manager:
________________________________________________________
Email: _______________________________________________________________
Other Group Members
_____________________________________
_____________________________________
_____________________________________
Topic and Specific Belief about the topic that you will explore
____________________________________________________________________________________
____________________________________________________________________________________
Questions/Comments you have
____________________________________________________________________________________
____________________________________________________________________________________
If you are doing an individual project put your name in the Project Manager spot.
Remember that this contract is due on Thursday 8/31/06