Course Syllabus
Psychology 3338-01/Psychology of Gender/CRN: 51995
Spring 2016 (1/19/16-5/12/16)
UTRGV Course Title and Number: Psychology of Gender/PSYC 3338-01
Class Meeting Time: 12:15 pm – 1:30 pm MW/Location: STAC 1.102
Instructor: Qing Zeng, Ph.D.,
Office Location: SBSC 369
Office Hours: 1:45 PM-4:45 PM Wednesday; or/and by appointment
Telephone Number: 956.665.3325/E-Mail Address: [email protected]
I. Textbooks Required for Course:
Eagly, A. H., Beall, A. E., & Sternberg, R. J. (2004). The Psychology of Gender (2nd Ed.). New
York: Guilford Press. ISBN-13: 978-1593852443
$27.49 new, $6.40 used @Amazon.com
Hyde, J. S., & Else-Quest, N. (2013). Half the Human Experience: The Psychology of Women
(8th Ed.). Belmont, CA: Wadsworth/Cengage Learning. ISBN-13: 978-1111834104
$48.65 eTextbook, $115.15 new, $111.15 used @Amazon.com
II. Course Description and Prerequisites:
Welcome to Psychology of Gender! This course will address a variety of topics including, but
not limited to, gender development from infancy through adulthood, theories of gender, the many
similarities and differences among physical, educational/employment, and interpersonal
experiences of men and women, and how gender plays an important role in influencing our
behavior along with race, gender, sexual orientation, sexuality, class, social economic status,
work, family, mental health issues, biases and violence against women. Prerequisite: PSYC
2301.
III. Learning Objectives/Outcomes for the Course
Lectures, documentary films, discussions, group work, and student presentations, besides written
assignments will be used to help students understand the biological, psychological, social, and
cultural meanings and implications of gender and its intersections with other factors such as
class, race, physical ability, sexuality. Upon successfully completing this course, a student will
be able to
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Understand the difference between sex and gender, as well as stereotypes related to both;
Understand that gender and sex exist outside of a binary, despite common nomenclature;
Recognize and understand how experiences diverge based on one's sex and gender in social
contexts, work environments, and families;
Understand the impact of cultural factors on gender roles; begin to understand intersectionality and
its implications;
Become aware of the repercussions when individuals deviate from gender roles as well as the
damage that gender policing and sexism has for all individuals;
Explore his or her own ideas and attitudes about gender, appreciating that we do not need
to be constrained by traditional gender roles;
Appreciate the inequities that many individuals face, based on social categories other
than gender; these categories include age, disability, sexual orientation, ethnicity, social
class, and country of residence.
IV. Learning Objectives for Core Curriculum Requirements
We will review and critically analyze psychological theory and research concerning how we
understand gender, and discuss contemporary issues that shape men and women’s experiences.
In studying psychology of gender, we explore a perspective that is frequently excluded from
other psychology courses. In other words, the study of psychology of gender will lead us to the
discovery of bias often hidden in psychological theory and research.
Through an examination of research and theory on psychological gender differences and
similarities, this course will explore the ways in which gender is a system of meanings that
operate at the individual, interactional, and cultural level to structure people’s lives.
Sociocultural, historical, and developmental formations of men's and women's roles and
experiences in society will be studied, as well as effects of gender on personality, interpersonal
relationships, and life choices. By studying above topics, students will practice and hone their
critical thinking skills, teamwork, social responsibility, and personal responsibility, which are part
of the core curriculum requirements set by the Texas Higher Education Coordinating Board
(THECB) for the core area in questions. The THECB outcomes are: Critical Thinking Skills,
Communication Skills, Empirical and Quantitative Skills, Teamwork, Social Responsibility, and
Personal Responsibility.
V. Grading Policies
There are several components of assessment for this course. The total points will be 300. They
break down as follows:
Exams (60 points x 2 + 80 points for Final Exam)
200
Term Paper on Gender
50
Class Participation
40
Group Work/Presentation (25)
Self Rating (15)
Blackboard Forum Posting/Attendance Quiz
10
Total
300
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As noted above, the highest possible point total for the course will be 300 points. Final grades
will be based on the following distribution:
A
B
C
D
F
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Below 60%
270-300 points
240-269 points
210-239 points
180-209 points
0-179 points
V-1. Exams (200 points total):
There will be two exams of 60 multiple choice questions covering about five chapters each, and
one point for each question. A final exam will have 80 multiple choice questions for 80 points,
covering four chapters.
To help you prepare for exams there will be online quizzes with no points.
V-2. Term Paper on Gender (50 points, Due 4/13) No late work will be accepted. See Handout
for more information.
V-3. Class Participation (40 points):
University education can be achieved through various types of learning including
individual/solitary reading/studying, and cooperative group discussion, as well as experiential
learning. Active participation and involvement in class is a key factor in learning for this course.
The class participation will be a composite score based on two components:
(a) Group work/Presentation (25 points): Collaborate with a group of 5 or so students in the class
to further research on a topic in assigned chapter to present your summary of an empirical study
in a 5-6 slide power-point report in class and post the file on Blackboard after the class
presentation. You may access a group evaluation sheet from Blackboard to provide a group
evaluation so each student may share a score with other group members for the quality of the
content and presentation of the group work (up to 12 points out of the 25 points), and receive a
separate score for individual effort and cooperation (up to 13 points out of the 25 points).
(b) Self-Rating of student participation and involvement of the course (15 points). This is based
on a combination of attendance*, and actively engaging in discussion of the course content with
fellow students in the class and outside of the class. Each student is expected to take an active
role in class discussion and make contributions to class discussion by asking questions relevant
to the course content and giving thoughtful comments. Prior to each class you need to read the
assigned reading materials of 40-50 pages each week beforehand, note any questions concerning
the chapter information from your own reflections and talk with your classmates about the
questions. You may also gather examples from your observation, experience, and knowledge to
illustrate your statements/comments; You are encouraged to keep a contribution log of any
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contributions you have made such as the questions you asked. This way you will have solid
evidence for your Self-Rating of Class participation as you will rate your own involvement and
participation on a scale of 10 by the end of this semester when we take the final exam (on the last
page of the final exam, there will be a questionnaire to ask you to give yourself a rating on your
own class participation of a scale of 10 with a brief justification. This instructor will normally
agree with your Self-Rating but she will reserve the right to make adjustment if it is way too
under- or over-rated. Class participation will be 40 points of your total score for this
course. Needless to say it is closely tied to your attendance and your cooperation with your
classmates in the group activity.
Attendance* - Low-stake written assignment such as one-minute paper, worksheet, quiz, or
online information search will be given in class throughout the semester to encourage reading
beforehand as well as class attendance, though there are no points allotted to attendance per se,
the attendance will be reflected in your self-rating of the class participation.
Ground Rules for Class Discussion
(Source: Lynn Weber Cannon, “Fostering Positive Race, Class, and Gender Dynamics in the Classroom.” Women’s Studies Quarterly 1 & 2
(1990); 126-134.)
To facilitate a “safe space” for discussion, it is especially crucial that course participants agree to the following Ground Rules. At times, we may
discuss sensitive issues and these rules will hopefully create some guidelines for sharing our thoughts and questions without fear of judgment.
1.
Acknowledge that sexism, racism, classism, heterosexism, and other institutionalized forms of oppression
exist.
2.
Acknowledge that one mechanism of institutionalized racism, classism, sexism, heterosexism, and the like
is that we are all systematically misinformed about our own group and about members of other groups.
This is true for members of privileged and oppressed groups.
3.
Agree not to blame ourselves or others for the misinformation we have learned, but to accept responsibility
for not repeating misinformation after we have learned otherwise.
4.
Agree not to “blame victims” for the conditions of their lives
5.
Assume that people—both the groups we study and the members of the class—always do the best they can.
6.
Actively pursue information about our own groups and those of others.
7.
Share information about our groups with other members of the class, and never demean, devalue, or in any
way “put down” people for their experiences.
8.
Agree to combat actively the myths and stereotypes about our own groups and other groups so that we can
break down the walls that prohibit group cooperation and group gain.
9.
Create a climate for open, honest, respectful discussions.
10. The expression of diverse viewpoints is highly valued in this class. It is expected that students and the
instructor will strive to create a mutually respectful environment in which it is safe to express multiple
perspectives.
Classroom Behavior & Expectations: Appropriate classroom conduct promotes an environment of academic
achievement and integrity. Talking out of turn during class and other distracting activities (e.g., talking to your
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neighbor during lecture, falling asleep, talking on your phone, texting, checking Facebook or listening to music, etc.)
are disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or
student learning. These behaviors are prohibited. Students will be asked to leave if they do so.
Courteous and respectful behavior is expected in the classroom. Please turn off cell and smart phones before each
class. If your phone goes off or if I catch you texting or surfing the web, you will receive one warning. After this
warning, your final letter course grade will be lowered by one full grade for each instance of cell or smart phone use.
V-4: Blackboard Forum Discussion Posting/Quizzes (10 Points)
Based mainly on Hyde et al (2013), there are 17 chapters that offers 17 discussion forums on Blackboard. You are
required to participate in 4 discussions with a post of 50 words minimum that is 2.5 points each. The content of your
posts will not be graded right or wrong but will be evaluated for the thought process, critical thinking, and insight.
VI. Cheating & Plagiarism Policy: Cheating and plagiarism will not be tolerated. Students caught cheating and/or
plagiarizing on any assignment will receive an automatic grade of “F” for the course and will be reported to the
Division of Student Affairs who may pursue additional disciplinary action. Text messaging during an exam counts
as cheating.
The Honor Code: As members of a community dedicated to honesty, integrity, and mutual respect in all
interactions and relationships the students, faculty and administration of our university pledge to abide by the
principles in The Vaquero Honor Code. See http://www.utrgv.edu/en-us/student-experience/student-services/deanof-students/vaquero-honor-code/index.htm
VII. Calendar of Activities/Course Content Outline (Chapter/Date subject to change.)
Date
(1/18/2016)
(1/20)
1/25-1/27
2/1-2/3
2/8-2/10
2/15-2/17
2/22
2/24
2/29-3/2
3/7
3/9, 3/21
3/14-3/16
3/23
3/28
3/30
4/4
4/6-4/11
4/13
4/18
4/20
4/25-4/27
5/2-5/4
5/5
5/11 Wednesday
Reading
Hyde Book
MLK Day
Classes Begin/Course Overview —syllabus
Ch1. Introduction
Ch2 Theoretical Perspectives
Ch3 Gender Stereotypes
Ch4 Women of Color
Ch5 Gender and Language
Due Date
Eagly Book
Ch.1Gender and Growth Theory
Ch7. Psychoanalytical Theory
Ch4, Ch8 Adapt/Interdependence
Ch10 Gender as Status
Exam 1
Ch6 Gender and Emotion
Ch7 From Infancy to Old Age
Ch8 Abilities, Achievement
Ch5, Ch6 Social Cogn, socializtn
Ch9 Women and Work
Ch10 Biological Influences
Ch11 Base of Gendered Power
Ch2 Early Hormone Environment
Ch3Psychobiology of gender
Spring Break
Exam 2
Ch11Psychology & Women’s Health
Ch12 Female Sexuality
Ch13 Lesbian & Bisexual Women
Ch14 The Victimization of Women
Ch15 Mental Health Issues
Ch16 Psychology of Men
Ch17 Retrospect & Prospect
Ch9 Construction of Gender, sex
Term Paper Due
Ch12 Social Role Theory
Ch13 Cultural Diversity
Study Day
Final Exam
10:15AM-12:00 PM
VIII. UTRGV Policy Statements
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STUDENTS WITH DISABILITIES:
If you have a documented disability (physical, psychological, learning, or other disability which affects
your academic performance) and would like to receive academic accommodations, please inform your
instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is
recommended that you schedule an appointment with Student Accessibility Services before classes start.
However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility
Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or
via email at [email protected]. Edinburg Campus: Student Accessibility Services is located in
108 University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax),
or via email at [email protected].
MANDATORY COURSE EVALUATION PERIOD:
Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV
account (http://my.utrgv.edu); you will be contacted through email with further instructions. Online
evaluations will be available April 13- May 4, 2016 for the regular spring semester. Students who
complete their evaluations will have priority access to their grades.
SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE:
In accordance with UT System regulations, your instructor is a “responsible employee” for reporting
purposes under Title IX regulations and so must report any instance, occurring during a student’s time in
college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which
she/he becomes aware during this course through writing, discussion, or personal disclosure. More
information can be found at www.utrgv.edu/equity, including confidential resources available on campus.
The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment
that promotes personal integrity, civility, and mutual respect in an environment free from sexual
misconduct and discrimination.
SCHOLASTIC INTEGRITY:
As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that
those who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of
failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited
to: cheating, plagiarism, and collusion; submission for credit of any work or materials that are attributable
in whole or in part to another person; taking an examination for another person; any act designed to give
unfair advantage to a student; or the attempt to commit such acts. Since scholastic dishonesty harms the
individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly
enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All
scholastic dishonesty incidents will be reported to the Dean of Students.
ATTENDANCE:
Students are expected to attend all scheduled classes and may be dropped from the course for excessive
absences (defined in this course as 2 weeks or 4 classes without legitimate reasons). UTRGV’s
attendance policy excuses students from attending class if they are participating in officially sponsored
university activities, such as athletics; for observance of religious holy days; or for military service.
Students should contact the instructor in advance of the excused absence and arrange to make up missed
work or examinations.
COURSE DROPS:
According to UTRGV policy, students may drop any class without penalty earning a grade of DR until
the official drop date. Following that date, students must be assigned a letter grade and can no longer drop
the class. Students considering dropping the class should be aware of the “3-peat rule” and the “6-drop”
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rule so they can recognize how dropped classes may affect their academic success. The 6-drop rule refers
to Texas law that dictates that undergraduate students may not drop more than six courses during their
undergraduate career. Courses dropped at other Texas public higher education institutions will count
toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the
same class for the third time.
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