Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PS 235"
COURSE NAME: "Psychology of Women and Gender"
SEMESTER & YEAR: Fall 2024

SYLLABUS

INSTRUCTOR: Elisa Puvia
EMAIL: [email protected]
HOURS: TTH 1:30 PM 2:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisites: PS101 or permission of instructor
OFFICE HOURS: By appointment

COURSE DESCRIPTION:
The course examines the psychology of women and gender emphasizing the social construction of gender and its impact on women both at the individual and collective levels. Through a social psychological perspective, the course will examine the structural impediments and inequalities faced by women as well as members of other nondominant groups, including people with cultural, ethnic, and sexual minority identities. The course will also introduce students to the concept of intersectionality, exploring how various identities intersect and contribute to creating unique and nuanced experiences.

SUMMARY OF COURSE CONTENT:
Through lectures, discussion, and in class activities, students will be exposed to contemporary research and theory on the psychology of women and gender. The focus will be on topics such as (but not limited to): Gender schema, Gendered behavior, Sex/gender bias in research, Objectification, Gender socialization, Sexism, Gender discrimination at work, Stereotypical Beliefs of Romance, Gender-based violence and Stereotypes of older women.

LEARNING OUTCOMES:

The course is designed with 5 goals in mind, which will help you work towards achieving the main learning objectives of the major (indicated in parenthesis).

At the end of the course students should be able to:

1. Demonstrate an understanding of the basic elements of research and theory related to the psychology of women and gender. (LOS1)

2. Identify and explain the psychological, social, and cultural implications of gendered experience in everyday life. (LOS1)

3. Appraise and communicate the basic elements of psychological theories and research concerning women, gender, and sex. (LOS2,3)

4. Develop a critical awareness for the role of beliefs systems as they shape psychological processes (e.g., sexist biases in the research process) (LOS2)

5. Accurately interpret, summarize and present information from primary sources. Exhibit effective writing/presentation skills within appropriate constraints (e.g., time/page limit, audience). Write using APA style. (LOS3)

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Psychology of women & gender	Liss, M., Richmond, K., & Erchull, M. J.	New York, NY: Norton	9780393667134		All chapters except for chapter13. Some supplemental readings will be used throughout the course. All readings will be available through the library and linked on Moodle. As with the text, you will be expected to complete all readings prior to the class period when they will be discussed. A sample of supplemental readings are provided in the course schedule. Further relevant readings will be communicated during the semester.

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Best 2 of 3 Exams	Three closed-book, closed-notes, in-person exams will be given during the semester (one approximately every four weeks). The exams will allow you to demonstrate your basic understanding of research and theory related to the psychology of women and gender (goal 1). All exams are non-cumulative, which means that each covers only a portion of the class material. Only the two best exam scores will be included in your final grade. Each exam will cover all lectures, readings, discussions. All exams will be held in the classroom where lectures are held normally. Each exam is worth 25 points and consists of a combination of multiple-choice and short-answer questions. Exam review sessions will be held during the class prior to each exam.	50 (25 each)
Writing Assignment	There will be one short paper in this class, approximately 3-5 pages in length. This paper will allow you the opportunity to apply the concepts learned in the class to the outside world (goal 2). This assignment is based on the Empowering/Oppressing feature of our textbook, and it does not have clear-cut answer. The questions are complex and multi-faceted and will assess your ability to critical evaluate contemporary tensions in the field (goal 3). More details about the paper will be provided during the semester.	25
Group presentation	Student will work in groups (2-3 people) to research a contemporary issue in psychology of gender. The results of their research will be presented to the class at the end of the semester. This assignment represents an opportunity to share with your peers the information you learned while doing your assignment, and to demonstrate your presentation skills within appropriate constraints (goal 4). You will give a 5-minute presentation with an additional 2 minutes for questions. This is a firm time timeline, and you will be cut off if you run over, so plan your presentation accordingly. Your presentation will be graded on the sophistication of the ideas expressed as well as on the clarity of the presentation.	15
Weekly participation (including on-time attendance)	Participation is essential and a part of your final grade. Participation is more than simply talking or “being” in class. High quality participation is more than just making sure you speak in class, but rather, includes making connections between discussions, readings, and relevant current events; taking an active part in in-class exercises; coming to office hours; and/or asking questions about readings and lectures (goal 2). Class time will be divided into lectures, discussions, and other structured activities.	10

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

Attendance is not mandatory, but it is STRONGLY recommended. Exams will draw heavily from lecture materials, class exercises, readings, and section materials, so attending class regularly is to your benefit. You are expected to arrive on time and stay for the full duration of class. Should you arrive late, or need to leave early, please sit in the back of the class, to avoid disrupting class. If you must miss class, I encourage you to meet with one or more of your peers to discuss the material that you missed.

Laptops and Other Devices. The use of laptop or tablet computer in class is only allowed to take notes. If you are found to use it for other purposes, you will lose this privilege. The use of smartphone in class in not allowed. Likewise, you may not use a music player or headphones, unless they are attached to a hearing-assistive device approved by the professor (i.e., me). If you are given such an exception, it will be immediately and permanently revoked if you abuse the technology for off-topic purposes. For certain activities in-class, the instructor may request you to bring a laptop or to take it out and use it for that specific purpose.

Missed Exams

A major exam (midterm or final) cannot be made up without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Week	Topic	Reading	Written Work Due
WEEK 1	Introductions and Course Overview		Syllabus questions
	Research and Writing in Psychology: minimizing sex/gender bias in research	Textbook: Chapter 1
WEEK 2	Power and Privilege- Intersectionality	Textbook: Chapter 2 Additional Readings Glick, P., & Fiske, S. T. (2001). An ambivalent alliance: Hostile and benevolent sexism as complementary justifications for gender inequality. American Psychologist, 56, 109. Kleinman, S. (2002) Why sexist language matters. Qualitative Sociology, 24, 299-304. Krischer, H. (2017) Everyday sexism in a ‘post-feminist’ world.
WEEK 3	Similarities and Differences	Textbook: Chapter 3 Additional Readings Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581–592. Fox, M. (2015) Can you tell which brains are male? Neither can these scientists
WEEK 4	Beyond the Sex/Gender Binary	Textbook: Chapter 4 Additional Readings https://www.nationalgeographic.com/magazine/issue/january-2017 Special Issue of National Geographic magazine on the shifting landscape of gender.
WEEK 5	Review for Quiz 1 (on Chapters 1-4)		Quiz 1
WEEK 6	Gender Socialization	Textbook: Chapter 5 Additional Readings Paul, C. (2016). Why do we teach girls that it’s cute to be scared? Shields, S. A. (2013). Gender and emotion: What we think we know, what we need to know, and why it matters. Psychology of Women Quarterly, 37, 423-435.
WEEK 7	Women’s Bodies - Objectification	Textbook: Chapter 6 Additional Readings Fredrickson, B. L., & Roberts, T. A. (1997). Objectification theory: Toward understanding women's lived experiences and mental health risks. Psychology of women quarterly, 21(2), 173-206. Johnston-Robledo, I. & Chrisler, J. C. (2013) The menstrual mark: Menstruation as social stigma. Sex Roles, 68, 9-18.
WEEK 8	Sexuality and Sexualization	Textbook: Chapter 7 Additional Readings Liss, M., Erchull, M. J., & Ramsey, L. R. (2011). Empowering or oppressing? Development and exploration of the Enjoyment of Sexualization Scale. Personality and social psychology bulletin, 37(1), 55-68.
WEEK 9	Relationships	Textbook: Chapter 8 Additional Readings Robnett, R. D., & Leaper, C. (2013). “Girls don’t propose! Ew.” A mixed-methods examination of marriage tradition preferences and benevolent sexism in emerging adults.Journal of Adolescent Research,28, 96-121.
	Review for Quiz 1 (on Chapters 5-8)		Quiz 2
WEEK 10	Reproduction and Mothering	Textbook: Chapter 9 Additional Readings Morell, C. (2000). Saying no: Women’s experiences with reproductive refusal.Feminism & Psychology,10, 313-322. Ceballo, R., Graham, E. T., & Hart, J. (2015). Silent and Infertile: An Intersectional Analysis of the Experiences of Socioeconomically Diverse African American Women With Infertility.Psychology of Women Quarterly,39, 497–511. https://doi.org/10.1177/0361684315581169
WEEK 11	Women & Work	Textbook: Chapter 10 Additional readings Guillén,L.,Kakarika,M., &Heflick,N.(2023).Sexualize one, objectify all? The sexualization spillover effect on female job candidates.Journal of Organizational Behavior,1-19. https://doi.org/10.1002/job.2758	Short paper
WEEK 12	Older Women	Textbook: Chapter 11 Additional readings Chrisler, J. C. (2011). Leaks, Lumps, and Lines: Stigma and Women’s Bodies. Psychology of Women Quarterly, 35, 202–214. Averett, P., & Jenkins, C. (2012). Review of the Literature on Older Lesbians: Implications for Education, Practice, and Research. Journal of Applied Gerontology, 31, 537–561.
WEEK 13	Gender-Based Violence	Textbook: Chapter 12 Additional readings Loughnan, S., Pina, A., Vasquez, E., & Puvia, E. (2013). Sexual objectification increases rape victim blame and decreases perceived suffering. Psychology of Women Quarterly, 37, 455-461, doi: 10.1177/0361684313485718 DonnellyLC,CalogeroRM.The role of stranger harassment experiences in college women's perceived possibility of gender crimes happening to them.J Appl Soc Psychol.2018;48:165–173. https://doi.org/10.1111/jasp.12497
	Review for Quiz 3 (on Chapters (9-12)		Quiz 3
WEEK 14	Tensions, Action, and Hope for the Future	Textbook: Chapter 14 Additional Readings Penny, L. (2017) Most women you know are angry – and that’s all right.
FINALS WEEK	Group Presentation	FINAL EXAM (WE HAVE NO EXAMS IN THIS COURSE. WE WILL USE THE FINAL EXAM PERIOD FOR THE FINAL RESEARCH PRESENTATIONS. ATTENDANCE IS REQUIRED EVEN IF YOU ARE NOT PRESENTING. THERE WILL BE NO EXCEPTIONS TO THIS!)

Possible Syllabus Revision

The syllabus is my best estimate at the outset of the course of what we will cover this semester and the pace at which we will cover the material. The syllabus is subject to minor revision. Any changes in office hours, due dates, etc., that are announced in class will supersede dates given in this syllabus. I will stick as closely to the syllabus as class progress permits. Any changes will always be posted to Moodle.