Psychology of Gender -- Syllabus
Psychology 342 -- Fall 1999 -- Dordt College
Class: Tues & Thurs 1:35-2:50, C-109 (periods 26 & 46)
 Course home page: http://www.dordt.edu/homepages/lantinga/gender.htm
 
 
 
 
Index of topics on this page...
Course Description
Evaluation & Course Format
Tentative Schedule
Instructor Info
Materials
Course Goals
this page last revised August 19, 1999
 
Course Description
  Welcome to the Psychology of Gender!  This is a survey course in which we will examine a variety of psychological theories and research on gender.   Some of our topics will include the learning of gender roles,  ways of knowing, mental health, sexuality, family issues, and workplace issues.  The course format will focus on group discussions, reflective writing, and small research projects.  Prerequisites: Psych/Soc 210 and junior or senior standing.
   Central questions of the course are the following:
In what ways are men and women different?
What causes those differences?
How and when are those differences meaningful?
 
Instructor Info
Dr. Sherri Lantinga
Office: Faculty Office Building 205; 712/722-6038
Office hours MF2-4pm; TTh 8-9:15am & 3-4pm; or by appointment
E-mail: lantinga@dordt.edu (probably the best way to contact me)
 
Materials 
Walsh, M. R. (1997). Women, men, and gender: Ongoing debates. New Haven: Yale University Press.
 
Course syllabus & readings packet (sold at the bookstore).
 
 
Evaluation & Course Format
Discussion Leader 10%
Discussion Participation 10%
Reflective Journals 20%
Research Projects 25%
Exams 35%
 
     The format for this course will be "seminar style."  That is, we will spend most of our time during each class period discussing the assigned reading(s).  The course will also include guest and student presentations and some videotape presentations.  Students will regularly read both primary and secondary psychological literature as well as relevant articles from the popular press, anthropology, sociology, biology, etc.  Fair warning:  the successful student will spend about 5-6 hours each week doing readings and assignments.
 
    For the majority of class periods, individual students will lead discussions regarding the assigned readings. We will focus especially on critical evaluations of empirical research and theories about gender.  Both leaders and participants will be graded for their preparation and thoughtful contributions to the discussions (on a check-plus, check, check-minus, 0 basis).  Many students may feel odd about this kind of format (e.g., "what's there to take notes on?"), but keep in mind that learning occurs not just through passive note-taking but also through talking about ideas in order to refine and enhance our thinking.  Some issues may have an intense personal significance for some members of the class; if you are troubled by material in this course, please talk to your instructor or seek out a supportive friend, counselor, and/or pastor.  To minimize hurt feelings and perceived threats from the discussion itself, rules for discussion will be followed throughout the course.
 
    Students will write journals that consist of reactions to the readings and potential discussion questions for class. Students will also complete several research projects outside of class and write short papers describing their findings.  The research projects and journals will often will be used as the basis for class discussions.
 
    Students will take an essay-based mid-term exam and a take-home final exam-paper.  The mid-term (worth 10% of the final grade) will consist of several reflective essay questions that require students to synthesize information learned to date, apply their learning to new situations, and to critically examine new material.  For the final exam-paper (worth 25% of the final grade), students will choose a question related to gender and write a paper comparing and contrasting how three theoretical approaches and related research would answer that question.  During the last week of class, each student will give a brief presentation on his/her final exam-paper and receive feedback from the class.  Comments & suggestions should then be incorporated into the final paper (due during the final exam period).
 
Letter grade calculations
90.0 - 100% =  A
80.0 - 89.9% =  B
70.0 - 79.9% =  C
60.0 - 69.9% =  D
below 60.0% =  failure
     Your instructor reserves the right to adjust your final grade up or down in light of your preparation for class, attendance, and number of late assignments.  Note that the grade of "B" is average for this kind of course - it reflects work that is normally done thoughtfully and thoroughly by an upperclass student. The grade of "A" is earned by students who consistently do outstanding work and who show a clear commitment to the class through participation, preparation, etc.
 
 
Course Goals

     This course is designed to introduce students to psychological theories and research regarding the differences and similarities between men and women and the effects of gender in social situations.  This course should assist students in recognizing the influence of gender on human experiences and relationships, and that assumptions about gender have real-world consequences.  Students will learn to understand the complexity and diversity of gendered experiences in the social settings of their own and other cultures.
   After completing this course, students will be able to:  
Tentative Course Schedule  
Note: Dates with an * indicate that a journal is due that day;
research project due dates are indicated by an RP after the reading assignment
 
Introductions & Review 
August 26
syllabus
 
 
Seeing the Big Picture
Religious Context Aug 31* Van Leeuwen (1990) pp. 33-51;  
Danvers Statement at www.cbmw.org/html/RBMW%20Pages/rbmw_appendix_2.html 		 Disc:Lantinga Devs:Tricia
Global/Cultural Context Sept 2* Doyle & Paludi (1998) 93-112;   
Afgani women at www.feminist.org/afghan/intro.html & /facts.html		 Disc: Emily Devs: April
 
 
Describing Gender
Stereotypes & Roles Sept 7 Fiske & Stevens (1998) 236-237; Weinraub et al. (1984); RP#1 Disc: Lantinga Devs: 
Gender Identity Sept 9* Money & Lobato (1988) Disc: Karen Devs: Annette
Using Language Sept 14* Hofstadter (1994) 112-124; Schelhaas (1998) Disc: Tricia Devs: Karen
 
 
Perspectives & Methods of Studying Differences
Perspectives on Difference Sept 16*  
Sept 21*  
Sept 23		 Walsh Q2 (biology & socialization)  
Groothuis (1994) 89-97 & 109-127 (kinds of feminism)  
Riger (1997); RP#2		 Disc: Lantinga 
Disc: Billie 
Disc: Lantinga		 Devs: Billie 
Devs: Joni 
Devs: Casey
Collecting Evidence of Differences Sept 28  
Sept 30*		 Lips (1997) pp. 77-104; RP#3  
Walsh Q1		 Disc: Lantinga 
Disc: Lantinga		 Devs: Jason 
Devs: Michelle
 
MIDTERM EXAM
Oct 5 (Tri-State is Oct 7)
 
Areas of Difference
Moral Development Oct 12* Lips (1997) 408-412; Bussey & Maughn (1982) Disc: Angela Devs: Emily
Ways of Thinking Oct 14* Walsh Q11 Disc: Jason Devs: Heather
Abilities Oct 19*   
Oct 21*		 Hyde (1990); Fallows (1996)   
Walsh Q12		 Disc: Dr. Moes 
Disc: Kristin		 Devs:  
Devs: Jeremy
Communication (Verbal & Non-Verbal) Oct 26*   
Oct 28*		 Walsh Q4   
Walsh Q5		 Disc: Heather 
Disc: Casey		 Devs: Joni 
Devs: Jason
Leadership Nov 2* Eagly & Johnson (1990); Walsh Q13 Disc: Instructor Devs: Casey
Mental Health Nov 4* Lips (1997) 269-289 Disc: April Devs: Michelle
 
 
Social-Relational Applications
Education Nov 9 Altermatt et al. (1998); Sandler (1987); RP#4 Disc: Instructor Devs: Angela
Sexuality Nov 11* Hinlicky (1998); Van Leeuwen (1990) 212-221; Walsh Q7 Disc: Jeremy Devs: Annette
Dating and Marriage  Nov 18   
Nov 23*		 George (1993); Ludwig & Dickie (1993); RP#5   
Eagly & Wood (1999)		 Disc: Instructor 
Disc: Joni		 Devs: April 
Devs: Angela
Parenting Nov 30* Roberts & Moseley (1996); Walsh Q17 Disc: Michelle Devs: Kristin
Work Dec 2* Hall (1986) Disc: Instructor Devs: Tricia
 
 
Drawing Conclusions
Student Presentations
December 7 & 9 
(note: we will start class during the free period to accomodate all presentations)
Final Exam / Paper
due December 15 by 3:15pm
 
 
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