SW/PSY 356: Perspectives on Human Sexuality
University of Portland
Social Work Program
Fall 2015
Dr. Anissa Rogers, L.C.S.W., M.A.
FH 110C x7304; e-mail: rogers@up.edu
Office Hours: M 1-2; W 12:30-2; TH 1-2or appt.
Course Resources: Moodle &
http://sites.up.edu/rogers/
Course Description
This course will provide students with varying perspectives on human sexuality. Through film, reading,
class discussion, and guest lecturers, students will explore sexuality from historical, biological, psychological,
developmental, sociological, and cultural contexts. Attention will be given to how different perspectives on sexuality
may affect individuals and the larger society.
Course Questions
This course invites students to pursue several broad questions related to sexuality and the course objectives.
These questions include:
1.) What is sexuality? How is it viewed by various disciplines and in what ways is it socially constructed?
2.) What are our values and beliefs around sexuality and how do they affect us and our relationships?
3.) In what ways do knowledge and societal beliefs about sexuality harm or help our well-being?
Course Objectives By the conclusion of this course, students will be able to:
1.) Articulate various perspectives, including those based on empirical research, on human sexuality.
2.) Recognize and manage personal values about sexuality in a way that allows professional values to guide
work with people around sexuality issues. (Program Objective 2, Competency 2[a])
3.) Demonstrate effective oral and written communication. (Program Objective 2, Competency 3[b])
4.) With regard to bodily difference, recognize the extent to which a culture’s structures and values may shape
life experiences as well as oppress, marginalize, alienate, or create or enhance privilege and power.
(Program Objective 3, Competency 4[a])
5.) Identify ways in which forms and mechanisms of oppression and discrimination are perpetuated through
perspectives on human sexuality. (Program Objective1, Competency 5[a])
Required Texts
Human Sexuality: Diversity in Contemporary America (8 th ed.) (2013). Yarber, W. L. & Sayad, B. W. M.
McGraw-Hill Publishers: NY.
Middleton, D. R. (2002). Exotics and erotics: Human cultural and sexual diversity. Prospect Heights, IL:
Waveland Press. (Middleton)
Selected required, recommended, and resource readings on reserve. (reserved)
Course Activities
1. Short Papers (Course Objectives: all)
Students have the opportunity to write two short papers (3-4 pages) integrating course readings with their
personal reactions and experiences. One paper will be guided by a question given by the instructor, and one paper
will be written on an outside activity chosen by the student. These papers will allow students to critically think about
course content. Examples of activities include films, seminars, presentations, or community events that relate to
course content (a list of possible events and films are posted on the course website as are detailed paper guidelines
and paper examples). Papers will be evaluated on the following:
-Exploration and depth of student’s reactions to and thinking about the topic (25 points)
-Quality and thoroughness of integration of course material with reactions (25 points)
2. Research Paper (Course Objectives: all)
Students have the opportunity to write an eight to ten page research paper that will be due toward the end of the
semester. This paper will focus on the exploration of an area of sexuality that interests individual students and helps
them answer questions they have about a particular topic. The content of the paper should include (1) a scholarly,
objective discussion of the topic (e.g., what is known about the subject, what are the facts, statistics, etc. on the
subject), which will be contrasted by (2) a discussion of “popular” views, myths, or stereotypes of the topic. The
latter part of the discussion can be based on personal experiences, observations, media messages, etc. Finally, the
paper should include (3) an analysis of how well the research coincides with popular knowledge and what may be
accounting for discrepancies or similarities. For example, if popular beliefs dictate that sexual dysfunction is
shameful, but research posits that dysfunctions are easily treated and should not involve shame for the patient and
his/her loved one, what may account for the weight that popular knowledge carries, particularly in light of the
increasing numbers of ads shown for products such as Viagra? What aspects of our culture (past or present) might
be contributing to the perpetuation of views that problems such as impotence should be embarrassing? Another
approach could be to ask and explore why impotence is even viewed as a “problem” or a “dysfunction.” Papers
should include at least four scholarly references from peer-reviewed journals to support the first component of the
paper (and the other two components, if applicable). The remainder of the references can be from reputable Internet
sources, books, opinion pieces, etc. For the second and third part of the paper in particular, students can also include
sources that come from lay or popular sources like blogs, twitter, or other media. Paper examples can be found on
the course website. Papers will be evaluated according to the following:
-depth and quality of research covered (75 points)
-discussion of popular attitudes and beliefs (50 points)
-analysis of discrepancies between research and popular views (50 points)
-quality of writing (grammar, clarity, organization, etc.), citations, bibliography (25 points)
This assignment needs to be submitted using Turnitin. To do this, you can upload your paper through Turnitin on
Moodle. No need to turn in a hard copy.
3. Exams (Course Objectives 2, 3, 4)
Three exams will be given throughout the semester. The format for these exams will be multiple choice and
essay. The third is a take home exam. Study guides will be posted on the course web site.
4. Participation (Course Objectives: all)
Every student is unique and brings contributions that no one else can make. The learning process for the
above objectives will take place in a seminar format augmented by guest speakers, films, discussion, and in-class
exercises. Without each person’s participation, the class as a whole loses opportunities to learn from one another. To
maximize learning, we all need to prepare for class; be present in class both in mind and body; act respectfully
toward one another, including guest speakers (both verbally and nonverbally); turn off and put away all phones,
computers, iPads, etc. (unless needed and used respectfully); and contribute to the learning process and environment
by actively participating and treating ideas that challenge us as opportunities to learn. Should you need to use a
computer in class, please ask. Students who have more than one unexcused absence and/or who do not participate in
class can expect lower grades. If students need to be excused from class, they are encouraged to communicate with
the instructor.
Statement of Inclusion
Dr. Rogers values respect, diversity, inclusion, and integrity. The main focus of the course is to help each
person develop creativity, confidence, self-reflection, and critical thinking as we explore the broad questions posed
by the course. For everyone to thrive and excel, classroom communities must preserve the freedom of thought and
expression of all its members. A culture of civility and mutual respect that honors the rights, safety, dignity, and
worth of every individual is essential to preserve such freedom. Dr. Rogers affirms respect for the rights and wellbeing of all members including a commitment to the:
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respect of the dignity and essential worth of all individuals
promotion of a culture of respect in the classroom and throughout the university community
respect of the privacy, property, and freedom of others
rejection of bigotry, discrimination, violence, or intimidation of any kind
practice of personal and academic integrity and an expectation of it from others
promotion of the diversity of opinions, ideas, and backgrounds that is the lifeblood of the university
Policy on Late Work
To respect the time of course participants (including the instructor) and to promote an atmosphere of fairness
and learning, students should strive to devote sufficient time and energy to completing course activities. This
includes devising a plan for completing activities in a timely manner that also allows for careful, thorough
exploration and thought. Because our time is limited and we are contributing to a community of learning, late work
is discouraged and points will be deducted from papers and other work for each day they are late, unless
arrangements are made ahead of time or an emergency has occurred that prevents students from completing work. In
cases of emergencies, students should contact the instructor as soon as possible to make appropriate arrangements.
Evaluation
Take Home Short Papers (2)
Research Paper
Exams (3)
Participation
Total
Tentative Class Schedule
8/31
12%
25%
38%
25%
100%
100 points (50 each)
200 points
300 points (100 each)
200 points
800 points
Grade Scale
100-93 A
92-90 A89-87 B+
86-83 B
82-80 B-
79-77
76-73
72-70
69-67
66-63
62-60
C+
C
CD+
D
D-
Course Overview
Class Exercises
Discussion on perspectives on sexuality
9/2
Reading:
Human Sexuality, Chpt 1, Perspectives on Human Sexuality
Class Exercises
9/7
Reading:
Human Sexuality, Chpt 2, Studying Human Sexuality
9/9
Reading:
Guest:
Human Sexuality, Chpt. 3, Female Sexual Anatomy, Physiology, and Response
Joe Marzucco
9/14
Reading:
Human Sexuality, Chpt 3 continued
9/16
Reading:
Guest:
Human Sexuality, Chpt 4, Male Sexual Anatomy, Physiology, and Response
Joe Marzucco
9/21
Reading:
Reserved:
Human Sexuality, Chpt 4 continued
Fixing Broken Masculinity
9/23
Reading:
Human Sexuality, Chpt. 14, Sexual Function Difficulties, Dissatisfaction,
Enhancement, and Therapy
9/28
Exam #1
9/30
Reading:
Middleton:
Film:
Human Sexuality, Chpt 5, Gender and Gender Roles
Culture, Self, and Sex
My Body, Myself (15 mins)
10/5
Reading:
Film:
Reserved:
Human Sexuality, Chpt 5 continued
He/She (10 mins)
Sissy Boy, Progressive Parents
Short Paper #1 Due (Turn in on Moodle by 6:00 pm)
10/7
Reading:
Reading:
Human Sexuality, Chpt 6, Sexuality in Childhood and Adolescence
Human Sexuality, Chpt 7, Sexuality in Adulthood
10/12
Reading:
Reserved:
Human Sexuality, Chpts 6, 7 continued
Making Her Invisible: Cultural Representations of Lesbianism
10/14
Film:
Still Doing It (54 mins)
10/19, 21
10/26
10/28
Fall Break
Reading:
Middleton:
Human Sexuality, Chpt 8, Love and Communication in Intimate Relationships
Human Sexuality, Chpt 9, Sexual Expression
Sex Patterns
Film:
Daddy and Papa (57 mins) /or Gen Silent (63 mins)
11/2
Guest:
GLBT panel from SAGE
11/4
Reserved:
Middleton:
Heterosexism in America
Becoming a Heterosexual Adult: The Experiences of Young Women
“Dude, You’re a Fag”
Sexual Issues
Reading:
Guest:
Human Sexuality, Chpt 17, Sexual Coercion: Harassment, Aggression, Abuse
Kristina Houck, Green Dot; Haley Pursell, Portland Women’s Crisis Line
11/9
11/11
11/16
Exam #2
Reading:
Reserved:
Human Sexuality, Chpt 10, Variations in Sexual Behavior
Human Sexuality, Chpt 18, Sexually Explicit Materials, Prostitution, Sex Laws
Sex as a Social Problem
Short Paper #2 Due (Turn in on Moodle by 6:00 pm)
Class doesn’t meet. Work on research papers.
11/18
11/23
Guest:
Middleton:
Jeri Sundvall-Williams Jimenez
The Sexual Body
Regulating Sex: Incest Taboos, Marriage, and Descent
11/25
Reading:
Human Sexuality, Chpt 11, Contraception and Birth Control
11/30
Film:
Guest:
The Business of Being Born (84 mins) or
Holly Schulles, founder, Birthingway College of Midwifery
12/2
Reading:
Human Sexuality, Chpt 12, Conception, Pregnancy, and Childbirth
Research Paper Due (Turn in on Moodle by 6:00 pm)
12/7
Reading:
Human Sexuality, Chpt 13, The Body in Health and Illness
12/9
Reading:
Human Sexuality, Chpt 15, Sexually Transmitted Infections
Human Sexuality, Chpt 16, HIV and AIDS
Cascade Aids Project
Guest:
12/17
Finals Week
Exam #3
Thursday, 10:30-12:30
UP’s Code of Academic Integrity
Academic integrity is openness and honesty in all scholarly endeavors. The University of Portland is a scholarly
community dedicated to the discovery, investigation, and dissemination of truth and to the development of the whole
person. Membership in this community is a privilege, requiring each person to practice academic integrity at its
highest level, while expecting and promoting the same in others. Breaches of academic integrity will not be tolerated
and will be addressed by the community with all due gravity.
Assessment Disclosure Statement
Student work products for this course may be used by the University for educational quality assurance purposes.
Disabilities Statement
If you have a disability and require an accommodation to fully participate in this class, contact the Office for
Students with Disabilities (OSWD), located in the University Health Center (503-943-7134), as soon as possible. If
you have an OSWD Accommodation Plan, you should make an appointment to meet with me to discuss your
accommodations. Also, you should meet with me if you wish to discuss emergency medical information or special
arrangements in case the building must be evacuated.
The Learning Resource Center
The Learning Resource Center, located in Franz 119 and 120, houses the Writing Center, Math Resource Lab,
Speech Resource Center, and the International Language Lab. The Writing Center is open by appointment and
works to support professors and students as they write across the disciplines. To schedule an appointment, call (503)
943-8157 or email writing@up.edu. The Math Resource Lab offers tutoring to students studying mathematics
Sunday through Thursday. Help with math is available on a walk-in basis or, to schedule an appointment, call (503)
943-8157. The Speech Resource Center is open by appointment to assist students who wish to fine-tune their public
speaking skills. To schedule an appointment, call (503) 943-7229. The International Language Lab offers computers
and software for language learning supported by international language and cultures courses. Language Lab
computers are available on a drop-in basis during regular LRC hours. For information about the Language Lab, call
(503) 943-7239 or email looney@up.edu. For International Language & Cultures tutors, call (503) 943-8342 or
email inanb@up.edu.