Reflection assignments listed below schedule or click here
Introduction to the study of Gender
Jan. 9 Introduction and Orientation
SIGN UP ON COURSE DISCUSSION LIST ASAP!
Jan. 16 Defining Sex and Gender
Assigned readings: QUESTIONS: (Chap 1) GCE: (Chapters 1,2)
Assignment: *Reflection #1
Jan. 23 Biology, Culture, and Gender
Assigned Readings: QUESTIONS: (Chap 3, 4)
Submit individual learning
contracts
Jan. 30 Studying Gender
Assigned readings:QUESTIONS: (Chap 2) GCE (Chapter 24, 25)
*Reflection #2
Feb 6 Gender Roles and Stereotypes
Assigned Readings: GCE (Chapters 3, 4) QUESTIONS (Chap 5)
2 copies of Gender Psychobiography Paper are due and will be distributed for peer review.
Lifespan Developmental Issues
Feb. 13 Gender Identity Development
Assigned Readings: QUESTIONS (Chap 6) GCE:( Chap 7)
*Reflection #3
Feb. 20 Gender, Cognition, and Education
Assigned Readings: QUESTIONS (Chap 9) GCE: (Chap 8)
Peer reviews due (workshop)
Feb. 27 Gender and Sexuality
Assigned Readings: QUESTIONS (Chap 7) GCE: (Chap 9,17)
March 6 Gender and Personal Relationships
Assigned Readings: QUESTIONS (Chap10) GCE: (Chap 13)
*Reflection #4
March 13 (Spring Break)
March 20 Gender and Aging
Assigned Reading: GCE (Chapter 12)
Gender Psychobiography Paper Due
Gender and Social Institutions/Policy
March 27 Gender and The Family
Assigned Readings: QUESTIONS (Chap 11) GCE (Chapters 14, 15)
April 3 Gender and Mental Health Care
Assigned Readings: QUESTIONS (Chap 14) GCE (Chap 23)
*Reflection #5
April 10: No class meeting due to SRA in New Orleans
April 18 Gender and Work
Assigned Readings: QUESTIONS (Chapter 12, Part I)
*Reflection #6
April 25 Gender and Social Institutions, Gender and Aggression, Wrap-up
Assigned Reading: QUESTIONS (Chapter 12, Part 2) GCE (Chapters 19, 20)
REFLECTION PAPER ASSIGNMENTS
Reflection paper #1
· At this early point in the course, identify your perspective on sex and gender as best as you can. Think of where you are along the two continua:
Minimalism______________________________Maximalism
Essentialism______________________________Social Constructionism
In what ways do you agree and/or disagree with the feminist orientation described by the text authors.
· Collins includes many suggestions for introspective analysis of issues of privilege and oppression. For example, in what ways are you victimized within the social categories to which you belong? In what ways are you an oppressor to others, reinforcing their subordination? Who are you? What are the different aspects of your identity? How do they interrelate with race, class, and gender? How have you constructed a coherent self-identity from these various socio-cultural influences? Have you experienced conflict between different aspects of your identity? Identify things that would be more or less difficult for you to do if you had a different identity.
Reflection #2
· Answer GCE Thought Questions #3 and #5 (p. 363).
· Complete Project 2.2 "Interpreting the Results of Research in Sex and Gender" (see attached worksheet for detailed instructions)
Reflection #3
· Do you think demands of adolescent gender roles are more difficult
for boys or girls? What are the costs to females who don't live up to the ideals
of femininity and males who don't live up to the ideals of masculinity?
· On page 101 of the GCE, please answer questions 4, 5, and 6 concerning the empirical article by Erkut et al (1999).
Reflection #4
· Answer thought questions #4 and #6 on pg. 199 of GCE
Reflection #5
· What do you think of feminist therapy? Why do you think it will succeed, fail, or change?
· Based on Anselmi and Law's discussion of early childhood precursors to gender role-linked depression, what advice would you give to parents to help to protect their young children from such depression? What kinds of societal change would be necessary to protect these children?
Reflection #6
· Before reading Eberhardt and Fiske's article on affirmative action,
write down your views on affirmative action. After reading their article, reflect
on your pre-recorded views.
· A work trajectory charts one's history of (a) working or not working,
(b) the levels at which s/he works, and (c) the degree to which s/he advances
in levels of work achievement across adulthood. Chart your past work history
and your projected work history. What factors have been impediments to your
past trajectory? What potential challenges might your face in achieving your
desired trajectory?
Grading criteria for Reflection papers
5-6 points: Critical thinking/reflection on content is integrated with personal
experience.
Highly readable.
3-4 points: Some evidence of critical thinking and adequately articulated.
1-2 points: Evidences that the reading has been done.
Minimal attempt at addressing issues posed.
0 points: no submission.