Psychology of Women
50:830:373 Fall 2014
CLASS: Monday/Wednesday/Friday * 9:05 – 10:00. * ATG-219
Instructor:
Office:
Office Hours:
Readings
Dr. Ioana Latu
Armitage 348
Mondays and Wednesdays
1:10-2:10 p.m. or by
appointment
Phone:
Email:
856-225-6535
ioana.latu@rutgers.edu
Email is the best way to contact me.
Textbook
Crawford, M., (2006). Transformations: Women, Gender and Psychology.
New York: McGraw-Hill
Articles (available in .pdf format on Sakai)
(a1) A boy’s life
http://www.theatlantic.com/magazine/archive/2008/11/a-boyslife/307059/
(a2) The Smurfette principle
http://www.nytimes.com/1991/04/07/magazine/hers-the-smurfetteprinciple.html
(a3) Why women still can’t have it all
http://www.theatlantic.com/magazine/archive/2012/07/why-womenstill-cant-have-it-all/309020/
(a4) Brescoll, V. L., & Uhlmann, E. L. (2008). Can an angry woman get
ahead? Status conferral, gender, and expression of emotion in the
workplace. Psychological Science, 19, 268-275.
(a5) Cuddy, A. J., Fiske, S. T., & Glick, P. (2004). When professionals become
mothers, warmth doesn't cut the ice. Journal of Social Issues, 60, 701-718.
Course
Description
This course introduces students to the psychological literature on gender.
Course topics include the causes of sex differences and similarities, the
influence of gender roles on life experiences including those related to
workplace/leadership, parenting, sexuality, violence and aggression, as
well as the relationship between gender and health and well-being.
This course is a General Education course that fulfills the cross-cutting
diversity theme/category.
Learning
Objectives
The learning objectives of this course are consistent with the goals of the
Psychology Department and the General Education course requirements.
The three primary objectives for this course are that students:
(a) gain a general overview of the psychological research and theory on
gender and how gender roles affect men and women’s lives
(b) apply the psychological approach to studying gender to real-life
situations and experiences
(c) develop cultural competency and social responsibility related to
gender-related topics as they relate to workplace/leadership, parenting,
sexuality, violence, and health.
Completing the course readings and attending class sessions led by the
instructor and student presenters will enable students to master the first
objective: gaining a general overview of research and theory on the
psychology of gender. The second objective will be achieved through
course readings, classroom discussions, and students’ class presentations.
In-class experiential activities, class discussions and presentations will
help students master the third objective: the ability to competently
communicate on gender-related topics and explore their own social
responsibility in regards to these topics.
Course
Requirements
and Grading
Final course grades will be based on performance on the following course
requirements:
Class Presentation
Attendance and Participation
Mid-Term Exam
Final Exam
Total
25%
15%
30%
30%
100%
Presentations. Student teams (9 groups of 3 - 4 each) will present to the
class a research article (or articles) of their choice during one class session
(55 minutes). The selected article will be related to a topic of interest
regarding the psychology of women. These presentations will provide an
in-depth look at the techniques and findings of particular experiments on
the psychology of women and gender. Articles may be selected from
citations in the course readings, through a PsycInfo search on the
designated topic, or through browsing through current psychology
journals. The presentation handout will include a list of recommended
journals.
Student teams must provide copies of their presentation article to the
instructor before September 10, before the Student Presentation
Workshop. I will assign dates for each team's article presentation and for a
15-minute meeting with me to assist with the group’s presentation plans.
Presentations should include discussion of the purpose, methodology,
findings, and possible critiques of the research in the selected article. In
addition, each presentation should include a demonstration of how the
article relates to the world outside of the classroom (e.g., show a brief – no
more than 3 minutes - movie clip, display an advertisement, describe a
recent relevant incident in one's life). Presenters' primary goals should be
to provide an in-depth look at a paradigm designed to study the
psychology of women and to promote thought and class discussion of the
issues introduced in the article. Although the presenters will "lead" the
class sessions, some time should be devoted to class discussion; therefore,
presenters should compose questions aimed at encouraging discussion.
Finally, students will present an idea for a new study designed to extend
the research described in their selected article. Presentation teams are
required to meet with the instructor one time prior to their presentation
date. I’m looking forward to hearing and discussing your ideas! NOTE:
DETAILED
INFORMATION
CONCERNING
THE
PRESENTATION
ASSIGNMENT WILL BE PROVIDED ON A SEPARATE HANDOUT.
Class Attendance and Participation: Class participation scores are based
on attendance, contributions to class discussions, and bringing reading
assignments to class sessions. To successfully contribute to class
discussions, students must remain current on the required readings listed
in the course schedule.
A Note on Student Conduct: Class participation scores will be based on
students’ respectful attention and responses to others’ comments and
questions, as well as on the introduction of their own comments.
Respectful disagreement and debate on course topics can make for an
interesting and lively class session. However, disrespect directed toward
other members of the class is counterproductive to the academic goals of
the course and will not be tolerated. Keep in mind that the aim of the
course is to understand more about psychological research on gender.
Exams: The midterm and final examinations will be administered,
respectively, on 10.10.2014, and during the scheduled final exam period on
12.17.2014. Both non-cumulative exams will be comprised of multiplechoice and/or short answer questions and will cover all material presented
in the assigned readings and in class, including students’ article
presentations. Students with an unexcused absence on an examination day
will receive a failing grade on the missed exam. Students with an excused
absence, as determined by the instructor based on appropriate
documentation, will have the option to take a 4-question make-up essay
exam for the midterm examination. In order to have the opportunity to
take a make-up exam, students must provide the instructor with original
written documentation of an illness or emergency within one week
following the missed exam. The instructor will then determine if the
absence is excused. A reason for missing the exam that in essence boils
down to a scheduling conflict does not create legitimate grounds to miss an
exam—no matter how much inconvenience is involved.
Bring at least two #2 pencils and an eraser on the day of the exam. You
must provide your own pencil sharpener. I will provide the scantron form
for you.
Grades
Grades will be posted on Sakai and exams will be returned within one
week of the date they were completed. Any concerns about the grades
must be submitted in writing to the instructor within one week of the
graded exam date. Federal regulations prohibit instructors from giving
graded work to anyone but the person whose name is on the assignment;
unless that person gives use specific permission to do so in writing.
Sakai
This course has a companion Sakai site. The site includes on-line versions
of the syllabus, readings, or study guides that you can download. You are
responsible for reading email and bulletin board postings on a regular
basis. You are responsible for checking the resources I post online.
Disabling
Conditions
Rutgers, the State University of New Jersey abides by the Americans with
Disabilities Act of 1990, the Americans with Disabilities Act Amendments
(ADAA) of 2008, and Sections 504 and 508 which mandate that reasonable
accommodations be provided for qualified students with disabilities and
accessibility of online information. If you have a disability and may require
some type of instructional and/or examination accommodation, please
contact me early in the semester so that I can provide or facilitate in
providing accommodations you may need. If you have not already done so,
you will need to register with the Office of Disabled Student Services
(http://learn.camden.rutgers.edu/disability/disabilities.html), the
designated office on campus to provide services and administer exams
with accommodations for students with disabilities.
Academic
Honesty
Academic dishonesty will NOT be tolerated. Academic dishonesty includes
(but is not limited to) cheating on exams and plagiarism. Students caught
participate in academic dishonesty will receive a score of zero on the
relevant assignment. In addition, instances of academic dishonesty will be
referred to the Scholastic Conduct Committee. Sanctions for academic
dishonesty range from failing an assignment to failing a course or
expulsion from the
University. For additional information about Rutgers’ policies concerning
academic dishonesty refer to: http://academicintegrity.rutgers.edu.
Classroom
Courtesy
All members of the class are expected to treat each other in a respectful,
civil manner. If you are in class, you will be expected to be attentive,
participate, arrive on time, stay the entire class time, and be prepared for
any activities and exams scheduled for that day.
For the purposes of this class, disruptive behavior also includes talking out
of turn during lectures and class discussion, while the instructor or other
students are talking, even if the disruptive conversation is about class
material. The students who present this disruptive behavior will be first
notified by the instructor after class. If disruptive behavior continues, the
student may be removed from the classroom and/or dropped from the
course.
Cell Phones/Smartphones/ Pagers, Etc.: Disruptive behavior also
includes the receiving or making a phone call, paging, text messaging, or
any other communication during class time. Any student who violates this
policy by receiving will first be given a verbal warning. If interruptions
occur often, I reserve the right to take points off of the offending student’s
final grade. Phones and messaging devices MUST be turned off and put
away during exams and quizzes. If circumstances beyond your control
require that you be available to receive a phone call or page during class
(e.g., your child is ill), please notify the instructor before class. When the
call or page comes in, please leave the room discretely to answer it. You
will not be penalized for such calls or pages. This exception is not made
during exams. All electronic devices must be turned off during exams.
Final Note
This syllabus provides a general plan for the course. Deviations may be
necessary.
Course Schedule
WEEK
W1
W2
Mon
Wed
Fri
Mon
Wed
DATE
September 1
September 3
September 5
September 8
September 10
TOPIC
Labor Day NO CLASS
Introduction & Course Overview
Feminism
Feminism
Sex and Gender Differences
Fri
September 12
Student Presentation Workshop
W3
Mon
September 15
Sex and Gender Differences
Wed
September 17
Growing up (gender in development)
Fri
September 19
Growing up (gender in development)
W4
Mon
September 22
Growing up (gender in development)
Wed
September 24
Gender, Work, Leadership, Power
Fri
September 26
Student Presentation
W5
Mon
September 29
Gender, Work, Leadership, Power
Wed
October 1
Gender, Work, Leadership, Power
Fri
October 3
Student Presentation
W6
Mon
October 6
Gender and Communication
Wed
October 8
Gender and Communication
Fri
October 10
Midterm
W7
Mon
October 13
Parenting
Wed
October 15
Parenting
Fri
October 17
Student Presentation
W8
Mon
October 20
Parenting
Wed
October 22
Sexuality, Love, Relationships
Fri
October 24
Student Presentation
W9
Mon
October 27
Sexuality, Love, Relationships
Wed
October 29
Sexuality, Love, Relationships
Fri
October 31
Student Presentation
W10
Mon
November 3
Images of Women
Wed
November 5
Images of Women
Fri
November 7
Student Presentation
W11
Mon
November 10
Images of Women – Ad Day
Wed
November 12
Gender and Well Being /Health
Fri
November 14
Student Presentation
W12
Mon
November 17
Gender and Well Being /Health
Wed
November 19
Gender and Well Being /Health
Fri
November 21
Student Presentation
W13
Mon
November 24
Violence against women
Wed
November 26
Violence against women
Fri
November 28
Thanksgiving NO CLASS
W14
Mon
December 1
Student Presentation
Wed
December 3
Violence against women
Fri
December 5
Multicultural Issues Among Women
W15
Mon
December 8
Multicultural Issues Among Women
Wed
December 10
Final Thoughts
Final Exam Wed Dec 17 8:00 – 11:00
READING
Chapter 1
Chapter 5 & 4
Deadline article
choice
(a1)
Chapter 6
(a2)
Chapter 10
(a3)
(a4)
Chapter 9
(a5)
Chapter 7 & 8
Chapter 3
Chapter 13
Chapter 12