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COURSE SYLLABUS
Spring Term 2008- section 71347
TITLE: Feminine Psychology
PREFIX: SOP 1741
CREDIT HOURS: 3 Credits
INSTRUCTOR: Dr. Cynthia Hawkins
OFFICE HOURS: Mon. and Wed: 9:55 a.m. - 10:55 a.m. and 1:50 p.m. - 3:20 p.m.
Tues and Thurs: 1:25 p.m. - 1:55 p.m. and 3:20 p.m. - 4:35 p.m.
I am also available in DSSC 211 at the following times between classes:
MW 12:15 - 12:30 p.m.
TR 10:45 - 11:00 a.m.
OFFICE: 231, DSSC Building, Dale Mabry Campus
TELEPHONE: (813) 253-7368
E-MAIL: chawkins@hccfl.edu
WEBSITE: http://www.hccfl.edu/facultyinfo/chawkins
You will find the study guide and syllabus on my website.
COURSE DESCRIPTION: (From H.C.C. Catalog)
“Provides an examination of the theories of feminine personality. Through a social psychological approach to the feminine life cycle, a review will be made of the concept of personality theory regarding sex differences,
sex roles, and the socialization process. Specific aspects include cognitive research theories, achievement motivation, psychological disorders, sexuality, family work and personal development.”
TEXTBOOKS:
Required Texts:
Rider, Elizabeth A. 2005. Our Voices: Psychology of Women, Hoboken,NewJersey: John Wiley and Sons,.
AND
Study Guide for Our Voices. H.C.C. Bookstore.
COURSE OBJECTIVES:
The objectives of the course are to have the student be able to demonstrate the following competencies:
A. Cognitive:
Students shall evidence knowledge and understanding of:
1. development and perpetuation of myths and stereotypes about women
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2. emergence of new information and changing sex roles
3. sexual differentiation and growing up female
4. gender identity and sex role development
5. female sexuality and reproduction
6. mental health of women throughout the life cycle
7. contemporary problems in lives of women
8. contemporary life style choices
B. Affective:
Students shall evidence understanding and improved attitudes towards:
1. the individual uniqueness of women
2. the diversities found across sex, age, background, race, religion
3. their own personal experiences and opinions about women
GRADING SYSTEM:
Testing Number: 14
Type: Each test consists of 10 multiple-choice items.
Dates: See attached calendar. The class day following the completion of a chapter, a test will be given the first part of the period.
Content: Each test will have items selected from content contained in the textbook on the particular chapter.
Makeup Tests: If a student misses a class on a testing day, and has a valid excuse, the makeup test will be given IN CLASS during the final exam period. (See calendar) The student must, UPON RETURN TO CLASS, make a request IN WRITING for a make-up test, giving the reason for the absence. Permission to make-up the quiz will not be given after one week upon return to class. If the instructor judges the reason to be a valid, the request will be granted. Only one absence will be excused for reasons related to oversleeping or missing your ride!
ATTENDANCE:
Because this course includes class discussion and interaction, attendance at all class sessions is important. Students will be awarded 3 points for attendance at each class. Fewer points will be awarded if a student
arrives late or leaves early.
Makeup for absences:
Because attendance is part of the overall grade, an opportunity to makeup points lost by absences is provided.
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These makeup points may be obtained in either of two ways:
1. Reaction to a newspaper article of magazine. (1 point each)
a. Include copy of article.
b. Type a brief summary of article.
c. Discuss relation of article to ideas in class.
d. Give your overall reaction to ideas in the article.
AND/OR
2. Attendance at a seminar, a field trip, etc. (3 points)
a. Type a brief summary of activity.
b. Discuss relation of activity to ideas in class.
c. Give your overall reaction to ideas gained from activity.
Extra credit:
You may also use the reactions and attendance at seminars for extra credit to improve your quiz scores. Another opportunity for extra credit will be to invite a woman who has achieved a high status in her career to
talk to our class for 10 - 15 minutes about her career path and the challenges she has faced. You may earn ten extra credit points. The person you invite may NOT be a relative. The instructor must be notified by Feb.
12, 2008, at the latest, in order to receive approval and schedule the visit for Feb. 19. The maximum number of make-up and extra credit points allowed is fifteen.
CLASS ACTIVITIES:
Lecture/discussion will be held on each chapter.
1. Participation: No grade will be given on this.
2. Projects: None are required.
3. Book reviews: None are required.
4. Paper: One Gender Identity Paper is required.
Gender Identity Paper:
1. See attachment for: a) description of paper
b) criteria for evaluation
2. The maximum number of points awarded for the paper is 100 points.
3. See calendar for due date. No late papers are accepted unless an unavoidable documented emergency occurs.
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GRADING SCALE:
A. Possible points:
Quizzes 140
Attendance 87 Paper 100
Total 327
B.Grading Scales: (correct) A = 327 - 294 (missed) 0 - 33
B = 293 - 262 34 - 65
C = 261 - 229 66 - 98
D = 228 - 196 99 - 131
F = 195- below 132 - or more
INSTRUCTIONAL METHODOLOGIES:
1. Lecture: See attached calendar. Some of the material in the text will be presented in class for each chapter. The student is responsible for all information in the chapter. The Study Guide will assist you in studying for the quizzes.
2. Class discussion: Class discussion is integrated into each lecture. A nonjudgmental atmosphere is encouraged in order that each student will feel free to share honestly opinions and experiences.
3. Speakers: Guest speakers will be invited to give presentations on topics such as reproduction and women of other cultures.
4. Videos: Videos will be shown when relevant.
5. Other: There will be group exercises which will assist us in clarifying values that we have towards topics presented in this course.
ATTACHMENTS:
1. Specific instructions for the Gender Identity Paper.
2. Course calendar.
HONOR CODE:
1. To obtain credit for any paper or any examination, there must be no cheating or plagiarism.
2. Classroom behavior must be appropriate for a setting in which adult learning is to occur. At all times students must be considerate of how behavior can affect others. Thus, certain behaviors must be avoided, if at all possible. Examples of inappropriate behavior could include: entering class late,talking to another classmate during lecture/class discussion, leaving your cell phone on and receiving a call during class, etc. No profanity is tolerated. The instructor will call to the student’s attention any behavior considered to be inappropriate. The common welfare of the entire class must receive top priority.
SPECIAL ACCOMMODATION:
If, to participate in this course, you require an accommodation due to a physical or learning impairment, you must contact the Office of Services to Students with Disabilities. The office is located in the Student Services
Building, room 208. You may also reach the office by phone:
(813) 253-7031
TDD (813) 253-7035
813) 253- 7336
GENDER IDENTITY PAPER Page 6
Feminine Psychology
SOP 1740
Dr. C. Hawkins
OVERVIEW
Write an introspective, autobiographical account of you own gender identity and its development. This will involve three major tasks:
1. Defining for yourself what the term “gender identity” means (its more than sexual behavior).
2. Tracing its origins and development in your past life.
3. Predicting future experiences.
DEFINING FOR YOURSELF WHAT THE TERM “GENDER IDENTITY” MEANS
In assessing your present gender identity, you may wish to ask some of the following questions: What does your own gender identity involve? What parts of it are particularly important to you? Is it generally a supportive
or positive factor in your total personality? Is it associated with anxiety? Or is it simply not a very important factor? In what ways do you consider yourself typical or atypical of your gender? How do you feel about
members of the opposite gender? In what ways do your relationships with others reflect your attitudes toward your own gender role?
Even though this is the introductory part of your paper, you may wish to write it last, as the meaning of your gender identity becomes clearer after you have completed other parts of the paper.
ASSESSING THE CONTENT OF YOUR IDENTITY AND TRACKING ITS DEVELOPMENT
Broadly, the paper will cover your family, your relationships, and the role of work in your life. In assessing
both the present content and the development of your gender identity, you might consider the following topics,
if they are relevant to you:
a. Your relationship with your mother, father, siblings, relatives, or guardian.
b. Respects in which your father, mother, or other significant persons were good, bad, or unusual models of gender roles. Any prolonged absence of a parent.
c. Attitudes of significant people about the proper characteristics or pastimes of boys, girls; their attitudes toward sex.
d. Early experiences with your own or other people’s bodies (expressive, sexual, esthetic, experiences having to do with control or losing control, strength, agility, etc.) and any special physical condition, illness, etc.. e. Playmates, childhood interests and activities. Page 7
f. Early experiences, influences of teachers, peers.
g. Early vocational aspiration.
h. Books, movies, TV, particularly your favorite fairy tale.
I. Daydreams, preoccupations, longings, fantasies.
j. Adolescent experiences with peers, teachers, parents, etc..
k. Dating, friends, love experiences.
l. Jobs.
m. Experiences in living units, college classes, groups, etc., (marriage, pregnancy, divorce, abortion).
n. Failures, successes, humiliations, triumphs.
o. Any other topics.
You should spend most of the term making notations on 3 x 5 cards of material covered in the text or in class discussion that is relevant to you. Make notes immediately following reading or discussion. For example,
a card may look as follows:
_______________________________________________________________________
Mother 9/8
(From text, page 50)
I have a very close relationship with my mother and I think the way she did things is an important example for my relationships. . .
_______________________________________________________________________
or
_______________________________________________________________________
Mother 9/8
(Class discussion)
Everyone said if a mother works, the daughter will most likely want a career. My mother hated working outside the home and encouraged me to “marry well” so I could stay home.
_______________________________________________________________________
You can title each card as you choose. The important thing is to collect all the ideas and learnings that are occurring throughout the term. As you begin to write your paper, sort the cards according to topics, then develop each topic into a coherent whole.
Before completing your paper, you should read the textbook completely, to glean ideas from the chapters that will be covered in class after your paper is submitted.
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PREDICTING FUTURE EXPERIENCES
In predicting your future experiences, project your behavior as a spouse, parent, career person, utilizing insights you have obtained in earlier parts of your paper.
CRITERIA FOR EVALUATION
The final paper should be a picture of you. There is no required length or required format, only suggestions. Most good papers are five or more pages, typed, and double-spaced. The paper will be evaluated according
to:
1. Scope: How many ideas are covered?
2. Depth: How much in depth are ideas covered?
3. Relevance: How well have you integrated these ideas into your real life?
4. Insight: How much insight into self is evidenced?
The most common mistake I find in these papers is that students stray from the topic of gender and give me an autobiography of their entire life. Remember to keep the focus on how the events of yourlife were related to gender! Don’t forget to bring the information from your text and class discussion
into your paper and discuss how this personally related to you.
CALENDAR - Spring 2008
SOP 1741 - Feminine Psychology
Jan. 8 Introduction to Class
Jan. 10 Ch. 1: Foundations
Jan. 15 Ch. 2: Studying Gender
QUIZ Ch. 1
Jan. 17 Ch. 3: Explaining Gender
QUIZ Ch. 2
Jan. 22 Ch. 3: Explaining Gender (continued)
My Life in Pink
Jan. 24 Ch. 4: How Biology Affects Gender
QUIZ Ch. 3
Jan. 29 Ch. 5: Assigning Roles
QUIZ Ch. 4
Jan. 31 Ch. 5: Assigning Roles (continued)
Gender and the Media
Feb. 5 Ch. 6: Communicating
QUIZ Ch. 5
Feb. 7 Ch. 7: Reasoning about the World
QUIZ Ch. 6
Feb. 12 Ch. 8: Work
QUIZ Ch. 7
Feb. 14 Ch. 8: Work (continued)
Feb. 19 Guest Speakers
Feb. 21 Ch. 9: Personality and Social
Interactions
Friendship
QUIZ Ch. 8
Feb. 26 Ch. 9: Personality and Social
Interaction (continued)
Feb. 28 Ch. 10: Contemporary Life
QUIZ Ch. 9
Charting Your Life
March 4 Ch. 10: Contemporary Life (continued)
March 6 Ch. 10: Contemporary Life (continued)
Lesbianism
March 11 Ch. 11: Health and Reproduction
QUIZ Ch. 10
Menstruation
March 13 Guest speaker
March 18 Ch. 11: Health and Reproduction
(continued)
Giving Birth
PAPER DUE!!!
March 20 Ch. 12: Sexuality
QUIZ Ch. 11
March 25 Spring Break
March 27 Spring Break
April 1 Sexuality (continued)
April 3 Ch. 13: Violence
QUIZ Ch. 12
April 8 Violence (continued)
Guest Speaker
April 10 No class- Spring recess
April 15 Ch. 14: Mental Health
QUIZ Ch. 13
April 17 Ch. 14: Mental Health (continued)
Eating disorders- Guest
Speaker
April 22 Psychology of Men
QUIZ Ch. 14
Tough Guise
April 24 Psychology of Men continued
Apr. 29 NO CLASS
May 1 ALL MAKE-UPS 9:30 - 11:20
NOTE: Papers due on March 18, 2008
Last day to withdraw-March 13, 2008
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