NOTE: This
class will be using the online instructional tool
Blackboard
at http://oll.depaul.edu. If you are properly registered for the
class,
you are automatically enrolled in the system. If you've recently added
this
class (or for some other reason your name is not currently in
PeopleSoft
for PSY 561/MSL 478), see me.
PSY 561/MLS 478/WMS
470
Advanced Psychology
of Women
|
Midge Wilson, Ph.D.
|
Purpose and Aim:
1. Learn to think critically about the meaning of gender differences,
including what role if any biology plays in creating them, consider
whether concepts
of
gender and gender role are socially
constructed, and explore whether gender biases persist in research
today.
2. Enhance understanding of the constant interplay between issues of
gender, and other dimensions of
difference including but not limited to those related to race, culture,
class, orientation, religious faith, age, physical appearance, and
disability.
3. Advance knowledge of feminist influences in substantive areas
including but not limited to gender role socialization and identity,
sexuality and orientation, cognitive abilities and processes, love and
friendship,
pregnancy and childbirth, reproductive freedom and health care, career
and achievement, sexual coercion and harassment, mental
health and psychotherapy,
and retirement and aging.
4. Become
familiar with feminist scholarship, feminist research methods,
feminist pedagogy, and feminist therapy.
5. Actively
participate in promoting the lives of women.
6. Gain preparedness for teaching (undergraduate) psychology of
women.
Methods:
This course will generally employ a seminar format in which critical
thinking
and active participation are essential. (See handout on Seminar
Participation). Student presentations and videos will
supplement the instructor.
Text and Assigned Readings:
Matlin, Margaret W. (2004) The Psychology of Women, 5th
Ed.
NY: Wadsworth Press
Various scholarly articles. Go to
http://condor.depaul.edu/~mwilson/extra/women/psy561/P561SYL04.html for
hyperlinks to all of the articles (some of which are still being
posted), or on Blackboard under Course Documents.
Grading:
A student's final grade is based on a research paper (40%), a class
presentation and its accompanying summary paper (20%), weekly
essays
and general participation (30%), and the social
activism
project (10%)
Final Research
Paper:
For the final paper (the subject of which must be decided by Feb. 1st),
students are to analyze a topic of their own
choosing
related to the course subject matter. (It can not be the same topic as
your
oral presentation.) In the spirit of feminist scholarship, this paper
of
10 to 15 pages in length, should be interdisciplinary (i.e., in
addition
to
the usual psychology references, students may draw on research in
sociology,
political
science, film studies, literature, etc.). Connections can even be made
between
a student's own experiences and substantive areas (e.g. therapy,
violence,
eating disorders, caregiving, etc.), as long as the paper is solidly
grounded
in scholarship. This means citing current research and theory in the
text
of the paper, and of course a separate page of
references, all in APA style.
Stylistic
Tips:
1) Avoid the use of quotes or excerpts. Instead, summarize in own words
the
thoughts of others, and simply cite where the material came from. Use a
quote or excerpt only when there is
something
so special about how a point was made that it significantly adds to
your
paper to include it word for word. And if a quote is used, don't forget
it needs to be set up
properly,
identifying who the individual being quoted is, why she is important
or relevant to a point being made, and why the
quote is
significant.
2) Papers should be started with a good introductory paragraph that
summarizes
the topic, and informs the reader where the paper is going. This also
helps to
organizationally
frame the paper. Note: Introductory
paragraphs are due three weeks
before
the end of class on February 15th. (Failure to turn in the draft
automatically
brings down a grade your paper's evaluation. Thus, if a paper is of
"B"
quality, it will be given instead a "B-.")
3) Papers should end with a good concluding paragraph which may very
well
include expressing personal opinions (although that may be sprinkled
throughout
the paper, as well).
Class
Presentation and Participation:
Students
are expected to lead a class discussion on a chosen (or assigned) topic
within one of the weeks of the class. For their area,
students are expected to find additional outside
material, from either a
chapter
(or an excerpt of a very long one), an academic book in the area,
or a peer review journal
article.
For example, Psychology of Women
Quarterly (Per: 155.05. P974W)
has tons of scholarly articles related to topics covered in this
course. Many other
articles and journals can be found on PsyInfo. (Material can
also come
from
more popular press sources, too, as long as there are other
scholarly
articles included.)
A
PowerPoint
presentation and the web may be used if the student so desires,
but with a class this small, a more intimate and informal presentation
often works better. (Note: If you do need a computer in the
classroom, let the instructor know at least a full day ahead of time to
make sure you have the necessary equipment.)
Your role is to faciliate a lively discussion of ideas, theories, and
research, as opposed to simply giving a lecture. If necessary,
the
instructor will work with students to suggest reading material and
possible presentation
approaches. On the night of the presentation, students should have a
handout (e.g., a summary of the presentation, questions for discussion,
a class exercise, etc.) for distribution to class members A three
to
four page summary of the new research (and why it was selected) and
the overall presentation
is due the following week.
All students are expected to participate in class discussion.
Essay
Assignments / Critical Thinking Questions:
Every week students are required to turn in an essay assignment,
sometimes
in response to a question posed by the instructor, reflecting on the
assigned readings, other times an open reaction. Essays, which should be
2-3 pages in length
(double-spaced), and will
be graded for how well
they
incorporate class readings, along with some sense of personal
reflectiveness, and of course, your writing and citing abilities.
Note: You need not include a reference page for your essays, but
you are expected to cite APA style the authors of assigned readings.
Essays
will be graded according to how well they incorporate and cite assigned
readings, along with your critical analysis, general reflectiveness,
the
number of assigned articles (by author and publication date only; never
by title) cited in the context of your essay, and your
general writing
skills (e.g., quality, organization, and development of
ideas and cohesive thesis, sentence completeness, variety of word
choice and phrasing, punctuation, spelling, and grammar). Grades
for response essays will
range from 12 (excellent work) to a "zero" for failure to complete the
assignment. If
you turn in your essay late, possible points earned are significantly
lowered. These essays make up 30% of your final grade,
so it is to your best interest to stay on top of them. Again, each
student is required to complete 8 essays (worth up to 12 points each,
with a 4 point free bonus tossed in), over the course of a 10-week
quarter. (In the first week no essay is due, and one of the essays at
any time during the quarter may
be skipped.)
Students
are also required to come up with three
"critical thinking" type questions for discussion, to be handed in on a
separate piece of paper at the beginning of each class. The
following is an example
of a good critical thinking type question: "If such n' such theory
purports to explain . . whatever, then how is it that the gender gap in
this
area is narrowing?" vs. a moderately okay example: "Why do
females do . . . (whatever) more than males in this area but not
in others?" vs. a bad example: "Are females or males better at
doing . . whatever?") A good critical question taps into multiple
perspectives on an issue, challenges different positions, points out
gaps in reasoning, asks who the audience is, and
who or what benefits from an author's particular thesis. A poor
question poses a simple yes or no answer.
Social
Activism Project:
For the social activism project, students are expected to engage in
some
activity outside the classroom that promotes the lives of women,
however that is defined. Project examples include writing a letter of
protest
to an advertising agency (and/or relevant corporations) regarding
offensive
advertising (both electronic and print), campaigning for more material
on
women in your traditional classes, doing volunteer work at a women's
shelter,
serving as a clinic escort at a reproductive rights facility, or
writing
an elected representative about some bill or law that you feel benefits
or
adversely affects, women. See me, if you get stuck for an idea. If
you're
considering any potentially illegal activities, please notify me ahead
of
time! (e.g. No scaling of public buildings to hang banners, etc.) On
the
last day of class, you are to turn in a typed one page summary of your
activism
project (along with copies of any letters you may have written, etc.).
Finally, students are expected to attend each scheduled class, as
failure
to do so will seriously impede their ability to contribute to class
discussion
-- and thus will affect their final grade.
Office Hours:
I am usually accessible during the following hours, however, an advance
phone
call will ensure my availability. My psychology department office in
located
in Byrne 505, but I also have a First Year Programs Director office in
Munroe
122. My phone number for both places is 773 325-4258, and my e-mail
address is
mwilson@depaul.edu.
Tues. 10 - noon p.m. (Munroe 122)
Wed. 11 - noon (Byrne 505)
Wed. 5 - 6:00 pm (Byrne 505)
Online Office hours: 9 AM - 4 PM, M-F, on most days
TOPIC
I (1/4) INTRODUCTION / FEMINIST INFLUENCES ON THE FIELD OF PSYCHOLOGY/
METHODOLOGY
Matlin, Chap. 1
Landrine,
H., Klonoff, E., & Brown-Collins, A. (1992). Cultural diversity
and methodology in feminist psychology: Critique, proposal, empirical
example.
In H. Landrine (Ed.), Bringing
Cultural Diversity to Feminist Psychology
(pp. 55-75). Washington, D.C.: APA.
Blackwood,
E. & Wieringa, S. E. (2003)
Sapphic
shadows: Challenging the silence in the study of sexuality.
[References]. [Book;
Edited Book] Garnets,
Linda D (Ed); Kimmel, Douglas C (Ed). Psychological
perspectives on lesbian, gay, and bisexual experiences (2nd ed.)
New York:: Columbia University Press., 410-434.
Something to think about: Seager, J. (9/14/05).
Natural disasters expose gender divides. Chicago Tribune, Sect.
1, p. 10.
Video: Sex: Unknown
TOPIC II
(1/11) SEXISM,
GENDER STEREOTYPES, AND
COGNITIVE ABILITIES
Chapter 2, 48-71
West,
C. & Fenstermaker, S. (1995) Doing difference. Gender &
Society, 9, 8-37.
Butler,
J. (2004) Undoing Gender.
NY: Rutledge Press, 8-16.
Glick,
P.
& Fiske, S.T. (1997) Hostile and benevolent sexism.
Measuring ambivalent sexist attitudes toward women. Psychology of Women
Quarterly, 21, 119-135.
Buss,
D. M. (1998) Psychological sex differences: Origins through
sexual
selection. American
Psychologist, 50, 1640-171.
Eagly, A. & Wood,
W. (1999) The origins of sex differences in human
behavior: Evolved dispositions versus social roles. American Psychologist,
54, 408-423.
Hyde,
J. S. (2005) The gender similarities hypothesis. American Psychologist, 60, 581-592.
Murnen,
S.K. (2000). Gender and the use of sexually degrading
language.
Psychology of Women Quarterly, 24, 319-327.
Helweg-Larsen,
M. (2004) To nod or not to nod: An observational study of
nonverbal
communications and status in female and male college students.
Psychology of Women Quarterly, 28,
358-361.
Matlin, Chapter 5 pp 142 - 160
Rogers, L.
(2001) "What causes sex differences?" Sexing the Brain NY: Columbia
University Press,
23-38.
TOPIC III
(1/18) INFANCY
AND CHILDHOOD / ADOLESCENCE
Matlin, Chapter 2
Matlin, Chapter 3
Coventry,
M. (2000, Oct./Nov.) Making the Cut. Ms., 53-60.
Reid,
P.T.,
Haritos, C., Kelly, E., & Holland, N. E. (1992).
Socialization
of girls: Issues of ethnicity in gender development. In H.
Landrine
(Ed.),
Bringing cultural diversity to
feminist psychology (pp. 93-111).
Washington,
D.C.: APA.
Gilman,
S.J. (1998) Klaus Barbie, and other dolls I'd like to see. In O.
Edut (ed.), Adios Barbie: Young
women write about body image and identity
(pp. 14-21). Seattle, WA: Seal Press. (See AdiosBarbie.com)
Matlin, Chapter 4
Fine,
M.
& Macpherson, P. (1997). Over dinner: Feminism and adolescent
female bodies. In M. Crawford & R. Unger (Eds.) In our own words:
Readings
on the psychology of women and gender (pp. 74-94). NY:
McGraw-Hill.
Talbot,
M. (Feb. 24, 2002) Girls just want to be mean. New York Times, Mag. Sect.
Angier,
N.
(1999) In defense of female aggression. Excerpt from Woman: An Intimate Geography.
Boston, MA: Houghton Mifflin, 267-271; 274-275; 283-284.
Excerpt
from, Dowd, M. "Adolescence Females: Appearance and self-esteem."
Unpublished thesis for Masters in Liberal Studies, DePaul University,
Chicago,
IL.
Pettijohn,
T.F., Jungeberg, B.J. (2004) Playboy
playmate curves: Changes in facial and body feature
preferences across social and economic conditions. Personality and Social Psychology
Bulletin, 30, 1186-1197.
Commons, M. &
Wilson, M. (1999, Oct. 15) Fat prejudice as a
determinant of African American and White men's preferences in a
potential
romantic partner. Presented at the Society of Experimental Social
Psychologists conference,
St. Louis, MO.
Sharrok,
J. (Winter, 2005) Steaks
is high: Class and the low-carb craze
(excerpt), Bitch, 32-33.
Something to think about: Gladwell,
M.
(8/29/05) The moral-hazard myth. Excerpt from The New Yorker, p. 44.
TOPIC IV
(1/25) WORK AND
EMPLOYMENT (Achievement)
Matlin, Chapters 6
Matlin, Chapter 7
Hochschild, A., & Machung, A. (1999) The second shift:
Working
parents and the revolution at home. In C. Forden, A. E. Hunter,
&
B. Birns(eds.), Readings in the
psychology of women: Dimensions of
the female experience (pp. 67-78). Boston, MA: Allyn &
Bacon.
Belkin,
Lisa (Oct. 26, 2003). The opt-out revolution. New
York Times, Sect: Magazine.
Jervis,
L.(2004) Dear Lisa Belkin. Bitch, 23, 1-32, 88.
Agars,
M. D. (2004) Reconsidering the impact of gender stereotypes on
the advancement of women in organizations. Psychology of Women Quarterly, 28,
103-111.
Peplau,
L.T. & Fingerhut, A. (2004) The paradox of the lesbian
worker. Journal of Social
Issues, 60, 719-735.
TOPIC V
(2/1) LOVE
and SOCIAL RELATIONSHIPS
Final Paper Topic Due (Submit via email so that I may immediately
respond to you.)
Matlin, Chapter 8
Angier, N.
(1999) Labor of Love: The chemistry of human
bondage.
Woman: An intimate geography Boston,
MA: Houghton Mifflin, 300-321
Hatfield,
E. &
Rapson, R.L. (2002). Passionate love and sexual desire: Cultural
and historical perspectives. In A. L. Vangelisti & H.T. Reis (Eds.)
Stability and Change in Relationships
NY: Cambridge University Press, 306-324
Heiss,
J. (1991) Gender and romantic-love roles. The Sociological Quarterly, 32,
575-591.
White,
R.J. (1997) Invisible women: Social stereotypes about women with a
physical disability. Unpublished paper. DePaul University.
Lai,
Tracy. (1992) Asian
American women: Not for sale. In Margaret Andersen & Patricia Hill
Collins
(Eds.) Race, Class, and Gender, 2nd Ed., Belmont, CA:
Wadsworth, 181-190.
McKelvey,
M. & McKenry, P.C. (2000) The psychological well-being
of black and white mothers following marital dissolution. Psychology of Women Quarterly, 24,
4-14.
Diamond,
L. M. (2003) What
does sexual orientation orient? A biobehavioral model
distinguishing romantic love and sexual desire. Psychological
Review, 110, 173-192.
Caplan,
Paula J.
(1985) Single life and married life. International Journal of Women's Studies,
8, 6--11.
Dowd, Maureen (Oct.
30, 2005) What's a Modern Girl to Do? New
York Times,
Magazine Sect.
Avni,
S. (11/14/04) Dowd, where's my country. Alternet.org. Online:
http://www.alternet.org/story/28155/
Something
to think
about: Rosenbloom,
S. (Aug. 11, 2005) She's so cool, so smart, so beautiful: Must be
a girl crush. New York Times,
Style Sect., 1-2.
TOPIC
VI (2/8) SEXUALITY
Matlin, Chapter 9
Angier,
Natalie (1999) "Evolution of the Clitoris" (an excerpt from this
chapter). Woman: An Intimate
Geography. NY: Houghton Mifflin, as reprinted
in Ms. (2000, Feb. Mar.),
54-55.
Hrdy, S.
B. (1997) Raising Darwin's consciousness: Females and
evolutionary
theory. I B. M. Clinchy & J.K. Norem (eds.), The gender and psychology
reader New York: New York University Press., 265-270.
Bowleg,
L & Burkholder, G. (2004) Rising and surviving: A conceptual model
of active coping among Black lesbians.
Cultural Diversity and Ethnic Minority Psychology, 10, 229-240.
Peplau,
L.A. & Garnets, L.D. (2000) A new paradigm for understanding
women's sexuality and sexual orientation. Journal of Social Issues, 56, 329-350.
Castaneda, Donna
(1996) Latina Lesbians. (An excerpt from "Gender issues among
Latinas.") In J. C.
Chrisler, C. Golden, & P. D. Rozee (Eds.), Lectures on the
psychology of women. NY: McGraw-Hill, 175-176.
Something to think about: Wilson,
M. & Russell, K. (1996) Sexual Tensions. Divided Sisters: Bridging The
Gap
Between Black Women and White Women. NY: Anchor/Doubleday.
TOPIC VII
(2/15) PREGNANCY,
CHILDBIRTH, & MOTHERHOOD / WOMEN & PHYSICAL
HEALTH
Opening Paragraphs Due!!
Matlin, Chapters 10
Hirsch,
M.
(1997) Feminism at the maternal divide: A diary.
In A. Jetter, A. Orleck, & D. Taylor (eds.), The politics of motherhood:
Activist voices from left to right. Hanover, NH:
University Press of New England, 352-368.
Silverstein,
L.B. (1996) Fathering is a feminist issue. PWQ, 20, 3 - 37.
Riggs,
J.M. (2005) Impressions of mothers and fathers on the periphery
of child care. Psychology of
Women Quarterly, 29, 58-62.
Graham,
J.E., Lobel, M., & DeLuca, R.S. (2002) Anger after
childbirth: An overlooked reaction to postpartum stressors. Psychology of Women Quarterly, 26, 222-233.
Wolf,
N. (2001) Misconceptions: Truths,
Lies, and the Unexpected on the Journey
to Motherhood. NY: Doubleday. (This is an excerpt
published in Ms.
(Oct./Nov., 2001), 38-47.)
Matlin, Chapter 11
Livingston,
M. (1999) How to think about women's health. In C. Forden, A.E.
Hunter, & B. Birns (Eds.) Readings
in the Psychology of Women: Dimensions of the Female Experience.
Boston, MA: Allyn & Bacon, 1999, 245-253.
Recommended:
WHO Multi-country Study on Women's Health
and Domestic Violence [This
is lenthly report published online by the World Health Organization]
TOPIC VIII
(2/22) WOMEN
AND PSYCHOLOGICAL DISORDERS
Matlin, Chapter 12
Woods,
N. F., & Lentz, M., Mitchell, E., & Oakley, L.D. (1999)
Depressed
mood and self-esteem in young Asian, Black, and White women in
America.
In C. Forden, A. E. Hunter, & B. Birns (eds.), Readings in the psychology
of women: Dimensions of the female experience.
Boston,
MA: Allyn & Bacon, 328-339.
Belle,
D. & Doucet, J. (2003) Poverty, inequality, and
discrimination as sources of depression among U.S. women. Psychology of Women Quarterly, 27, 101-113.
Neal,
A. & Wilson, M. (1989). The role of skin color and features in
the black community: Implications for black women in therapy. Clinical Psychology
Review, 9, 323-332.
Bay-Cheng,
L.Y., Zucker, A.N., Stewart, A.J., & Pomerleau, C.S.
(2002) Linking femininity, weight concern, and mental health
among Latina, Black, and White women. Psychology of Women Quarterly, 26,
36-45.
Morris,
C. (1997) Mental health matters: Towards
a non-medicalized
approach to psychotherapy with
women, Women & Therapy, 20, 63-77.
Worrell,
J. & Remer, P. (2003) A feminist
approach to assessment. Feminist
perspectives in therapy:
Empowering
diverse women (2nd ed.)
Hoboken, NJ, US: John Wiley & Sons, Inc., 143-168.
Recommended: LaFromboise,
T.D., Choney, S.B., James, A., Running Wolf,
P.R.(1995).
American Indian women and psychology. In H. Landrine (Ed.), Bringing cultural
diversity to feminist psychology (pp. 197-231). Washington,
D.C.: APA.
TOPIC IX
(3/1) VIOLENCE
AGAINST WOMEN
Matlin, Chapter 13
Theories / Harassment / Assault
Malamuth,
N. M. (1996) The confluence model of sexual
aggression:
Feminist and evolutionary perspectives. In D.M. Buss & N. M.
Malamuth,
Sex, power, and conflict.
New York: Oxford
University
Press, 269-295.
Talbot,
M. (Oct. 13, 2005) Men behaving badly. New York Times, Mag. Sect.
Dansky, B.S.,
& Kilpatrick, D.G. (1997) Effects of sexual
harassment.
In O'Donohue, W., (ed.), Sexual
harassment: Theory, research,
and
treatment. Boston, MA: Allyn & Bacon, 165-174.
Kahn,
A.S., Jackson, J., Kully, C., Badger, K., & Halvorsen, J.
(2003) Calling it rape: Differences in experiences of women
who do or do not label their sexual assault as rape. Psychology of Women Quarterly, 27,
233-242.
TOPIC X
(3/8) VIOLENCE AGAINST WOMEN (cont.)
/ WOMEN AND OLDER ADULTHOOD
Final Papers and Social Activism Project Reports Due!
Matlin, Chapter 13 (cont.)
Partner Abuse / Domestic
Violence
Glick,
P. Sakalli-Ugurlu, N., Ferreira, M.C., & de Souza, M.A.
(2002) Ambivalent sexism and attitudes toward wife abuse in Turkey and
Brazil. Psychology of Women
Quarterly, 26,
292-297.
McHugh,
M.C., Frieze, I.H., & Browne, A. (1993) Research on
battered
women and their assailants. In F. L. Denmark & M. A. Paludi
(eds.)
Psychology of women: A handbook
of issues and theories. Westport, CT: Greenwood Press, 513-552.
Campbell,
R. & Raja, S. (2005) The sexual assault and secondary
victimization of female veterans: Help-seeking experiences with
military and civilian social systems. Psychology of women Quarter, 29,
97-106.
Blackburn,
M. (2001) Know thyself: An abuser wrestles with
his demons. Ms., XI (6), 31-33.
Recommended: Cowan,
G.(1995). Black and white (and blue): Ethnicity and
pornography.
In H. Landrine (Ed.), Bringing
cultural diversity to feminist
psychology. Washington, D.C.: APA, 397-411.
Matlin, Chapter
14
Bazzini, D. G.
McIntosh, W. D. Smith, S. M. Cook, S. & Harris, C. (1997) The aging
women in popular
film: Underrepresented, unattractive,
unfriendly, and unintelligent.
Sex
Roles, 36,
531-543.
Stewart,
A.J. & Ostrove, J.M. (1998) Women's personality in middle
age: Gender, history, and midcourse corrections. American
Psychologist, 53, 1185-1194.
Levine,
S.B. (Winter, 2004/05) The F**k-You 50s: We're loud,
proud, and 37 million strong.
Ms., 64--67.
Goldenberg, J.L., Arndt, J., Hart, J., &
Brown, M. (2005) Dying To Be Thin:
The Effects of Mortality Salience and Body Mass Index on Restricted
Eating
Among
Women,
Personality and Social Psychology
Bulletin, 31, 1400-1412.
Greer, Germaine (1991)
Sex, love, and menopause. Excerpt from The change:
Women, aging, and the menopause. NY: A. Knopf, cited in Lear's (1992, Sept.),
63-65.
Something to think about:
Lamott, A.
(Oct., 2003) Age has given me what I was looking
for my entire life – It gave me me. O Magazine.