Course:
Delivery method:
Amber Depuydt-Goodlock
GWS 3500 Psychological Perspectives on Gender T 6:00-8:30pm
Lecture
Module 1: Introduction to Gender and Women Studies
Module 1/Part 1: Introduction
Assignments
Homework:
Read Chapter 1
D2L: download a file to dropbox from the WMU online library
Students will be instructed to take the online survey called the, The
Feminist Perspective Scale by Nancy Henley
http://personality-testing.info/tests/FPS.php
o Henley, N., Meng, K., O'Brien, D., McCarthy, W., &
Sockloskie, R. (1998). Developing a scale to measure the
diversity of feminist attitudes. Psychology of Women
Quarterly, 22(2), 317-348.
Reflection #1: Feminist Perspective Scale: Submit a one-page
reflection regarding your results from the Feminist Perspective Scale.
Re-review syllabus before next class
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Assignments
2. Lecture on Feminism
Defining feminism (5 categories)
History of the Feminist Movement
D2L:
PowerPoint slides on Chapter 1: Paving the Way (Feminism) will be
submitted to D2L for students review.
Homework:
Read Chapter 2 for next class.
Complete BEM Gender Identity Scale for next class.
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Assignments
1. Quiz on Chapter 2
Due:
Define sex, gender, gender identity, gender fluidity, gender expression, &
androcentrism.
Compare and contrast Biological Determinism and Social Construction
In-class videos: Middle Sexes: Provides two case examples where a person did not fit
gender norms.
Part 1: Dying to Change (2:17-7:55)
http://www.youtube.com/watch?v=zWGRi99cVHo
D2L:
http://www.youtube.com/watch?v=2Q3Z5SVqzRg&list=PLE052FDE108DA201D
Homework:
Constructivism Group).
Each group will examine how the videos may present gender from a biological
determinist or social constructivist theory. Provide examples to defend their stance.
What happens when people do not fit the gender norms defined by society or
within their culture?
How might culture impact these norms or the individuals self-expression?
Are there consequences for the characters, their family members, to society?
What would need to change to help people feel safe, supported, and able to feel as
though they can express themselves authentically?
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Large group:
Identify characteristics/words that are used to describe males and females.
How many students feel the descriptive words fully and completely describe
Examine impact of language and social media on the maintenance of gender stereotypes
and privilege.
Language
Use of pronouns (He/She, Mr./Mrs.), slang words & gender neutral pronouns
3. Impact of Media
Video: Killings Us Softly 4 (Jeane Kilbourne)
Assignments
Due:
Chapter 3 Images of Women
D2L Videos:
o Video on how to identify a research article from
WMU online library.
Homework:
Journal Article: Students will be placed in groups of 4.
Each group will identify a gender related topic that they
are interested in reading more about. Each group will
identify one journal article regarding that topic. Each
student will read the journal article and come to next
class prepared to discuss the article with their group.
Questions will be provided to assist students in their
review. Each group will submit a collaborative critique.
Read Chapter 4 for next class.
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Assignments
1. Quiz on Chapter 4
Due:
Group of 4: Students will discuss group research article and address the following
questions:
a. What did the researcher(s) investigate?
b. What was the hypothesis of the study?
c. Provide a description of the sample? Participants?
d. What procedure or methods did they use to address the research question(s)?
e. What were the conclusions of the study?
f. Provide critique or comments that you have about the research
g. Identified limitations of the study? Any areas in which the student may think bias
could enter (based on class discussion)?
h. Do you agree or disagree with the research study?
Chapter 4
Research article
D2L:
Chapter 4 PowerPoint slides
Reviews videos or screenshots of toys, gender specific
games, Halloween costumes, books, video games, food,
etc. demonstrating examples of gender specific items.
o Encourage students to take screenshots or submit
examples they identify.
Homework:
Submit Research Article Critique (see syllabus or
dropbox for description)
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Assignments
Due:
Research Article Critique
Homework:
Read Chapter 5
Module 3: Gender and Development
Module 3/Part 1: Ch. 5 Sex, Gender and Bodies
Module Objectives:
1. Describe sex differentiation during fetal development
2. Examine variations in fetal development
3. Analyze societal response to intersexuality and discuss potential emotional and physical consequences on individuals
4. Identify global and cultural differences related to sex, gender, and sexual orientation.
Class #7 Agenda (Activities and Assessments)
Assignments
1. Quiz on Chapter 5
Due:
Chapter 5
(http://emro.lib.buffalo.edu/emro/emroDetail.asp?Number=2683)
Small Group: Case Study- Students will be requested to get into groups
of 4. A scenario will be at each corner of the room. Students will be given 10
minutes at each corner. Students will read the case study and identify
proposed solutions. Each student will take a turn recording notes for each
scenerio. Notes will be submitted at end of class.
1. Congratulations Its a
a. You or your partner just had a baby. Upon delivery, you discover that
your baby has ambiguous genitals. What are your initial thoughts or
reactions?
b. You are an Ob-Gyn that just delivered a baby with ambiguous
genitals, what is your initial reaction? How would you respond when
the parent(s) ask, Is it a boy or a girl, Doc? What reaction are you
expecting from the parents?
Review on D2L:
Chapter 5 Voicethread Lecture
Resources involving terminology, personal stories, resources for
counseling, support, or on-campus activities/support programs.
Homework:
Read chapter 6
Submit notes completed during class activity case studies.
Review supplemental lecture materials and videos on D2L.
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2. Consultation
a. You and your partner need more information. The Ob-Gyn has
contacted a specialist to speak to you and answer any questions. You
and your parent decide to sit down and write out a list of questions
that you want to make sure to ask the specialist. What questions do
you have?
b. You have been contacted by an Ob-Gyn that has just delivered a baby
with ambiguous genitalia. The parents are requesting a consultation
with a specialist. They have a number of questions. What information
do you think is important for them to have?
3. Weighing Options
a. Your friends and family members are super excited about the birth of
your baby. A few of your closest friends and family members have
come to the hospital to visit and meet the new baby. You know they
will ask, did you have a girl or boy? What will you tell them? With
the best of intentions, a few have recommended surgery stating that it
would be best for the future of the child. Do you consider their
advice? How do you respond?
b. The parents have talked to a number of friends and family members
who have suggested surgery to make the child have normal
appearing genitalia. The parents are wondering if surgery would be
in their childs best interest. What information will you provide the
parents to help them make the most informed decision?
4. Final Decision
a. As the parent, based on the information provided, what, if any,
treatment will be provided for your child?
b. As the specialist, based on your assessment, what type of treatment, if
any, will you suggest?
5. Large Group Discussion: Process activity and group responses.
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Assignments
Due:
Chapter 6
Case study notes from group work.
D2L:
Chapter 6 lecture using VoiceThread with PowerPoint slides.
Videos:
VoiceThread Video demonstrating various media clips on current
events demonstrating sexism and objectification of women in the
media.
Review Video: Reviving Ophelia by Mary Pipher on adolescence
among girls
o http://www.youtube.com/watch?v=OrRtJY28ps8
Video: Two videos on boys and masculinity
o Why Boys Dont Play with Dolls
o https://www.youtube.com/watch?v=GbLuldzDudw
o The Secret Life of Boys
o http://digital.films.com/play/D3QJRP
Homework:
Read Chapter 7 and 8
Written Exam: Gender Identity Reflection (Counts as Exam for
chapters 5 & 6).
1.
2.
3.
4.
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Assignments
Due:
Chapter 7 and 8
Written Exam: Gender Identity Reflection
D2L:
Online lecture
YouTube Videos of interviews with couples
demonstrating diversity across relationships (varies
across ethnicity, race, sexual orientation, age, and
ability).
Heterosexuality Questionnaire by Martin Rochlin,
Ph.D. (note: start students thinking about the questions
often asked or comments stated about individuals that
are LGBTQ.
Homework:
Reflection #2: 2-4 page reflection addressing the
following questions:
1.
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5. Large Group Discussion:
a.
b.
c.
d.
Read Chapter 9
After defining and discussing motherhood mystique, discuss whether there is such thing as the
fatherhood mystique.
2. What are the advantages and disadvantages of parenting? Are they different for mothers and
fathers? What characteristics make up a good mother? How about good father? Are the
characteristics that make up a good mother or good father inherent or learned?
3. What about people who decide never to have children? Does society assume certain
characteristics regarding the personality of the woman/male? If so, what characteristics?
4. How does reproductive freedom play a part in the decision to enter into parenthood?
Assignment:
Read Chapter 10
Article on Raunch Culture
o Levy, Ariel. Female Chauvinist Pigs: Women and
the Rise of Raunch Culture. New York: Free Press,
2005 7-45. Print.
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Assignments
Due:
Chapter 10
Article on Raunch Culture
o Levy, Ariel. Female Chauvinist Pigs: Women and
the Rise of Raunch Culture. New York: Free Press,
2005 7-45. Print.
D2L
Chapter 10 Powerpoint
Study Guide for Exam
Homework:
Read chapter 11
Chapter 5-10 Examination- Online
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Assignments
Due:
Chapter 11
D2L:
PowerPoint slides for chapter 11 (Screencast videos on content areas not
covered by guest speakers or during SV lecture).
3. Second half of class: Sexual Violence
a. Large group discussion about the question: Note: Reinforcement of
Handouts on domestic violence
rapes myths and victim blaming. Women = threat of sexual assault and
Power and Control Wheel & Equality Wheel
responsibility of self-protection. Men = self-protection regarding the
21 signs of an unhealthy relationship
threat of assault or robbery).
Reasons s/he stays in an abusive relationships
Women: What do you do everyday or have been told to do
Signs of Emotional Abuse and Stalking
(both on an obvious level or not so obvious level) to prevent
Facts and Statistics on DV
being sexually assaulted? Ex: dont walk around alone after
Handouts on Sexual Violence
dark.
The Undetected Rapist Study, by Dr. David Lisak
Men: What do you do everyday or have been told to do (both on
Facts and Statistics on SV
an obvious level or not so obvious level) to prevent being
Ways to support a friend
sexually assaulted?
Criminal Sexual Conduct Statute
b. Introduction of the study conducted by Dr. David Lisak regarding
Community Resources
research he conducted on undetected rapist.
Videos:
Video: The Undetected Rapist.
YouTube videos on neurobiology of trauma and impact of trauma
Discuss stereotypes regarding sex offenders
by Dr. David Lisak
c. Provide information regarding the neurobiology of trauma and
https://www.youtube.com/watch?v=py0mVt2Z7nc
victim reactions (debunking the rape myths identified earlier).
Ashland Police Department: Mr. Smith, by Carrie Hall
d. Identification of community resources to assist victims of sexual
http://goanimate.com/videos/07yUPBQT7rI0?utm_source=embed
violence.
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Homework:
Assignment to be presented during Part 3 of Module 5.
Directions: Students will be directed to think about the future, either for them or
for the world/community in which they live. They will be asked to think about the
many issues in which we addressed over the semester. Each group will identify a
gender-related issue of interest and develop a vision for a future project or mission
in which to address the topic of choice. This issue can be a concern at an
interpersonal, societal, or global level. Each group will develop a ten-minute
presentation regarding their selected issue and mission. Students will be advised that
they can be creative with their presentation and use whatever media or presentation
style most comfortable for the group. They will be encouraged to use music, art,
media, or whatever source they believe can present their vision most accurately.
Students will be told that at the end of the presentations, they will be given an
opportunity to vote on the most innovative vision or mission. The winning group
will receive 5 extra credit points towards their final exam.
Module 5/Part 3 Ch. 11 Making a Difference Toward a Better Future and Wrap-Up
Module Objectives:
Class #13 & #14 Agenda (Activities and Assessments)
Group Presentations
Assignments
Due: Group Presentations
Presentation materials
Group Summary
D2L:
Study Guide for Final Exam
Homework:
Study for Final Exam
Complete Instructor and Course Evaluation