Instructor:

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

Module 1/Part 1 Objectives:

1. Name course goals, assignments, and class policies pertaining to attendance, grading, and university ethics.
2. Understand how to effectively navigate D2L and library resources as required for the course.
3. Facilitate interaction to encourage engagement and rapport among members in course.
Class #1 Agenda (Activities and Assessments)

Assignments

1. Introduction of Instructor and GWS course

Review of syllabus
Explanation of technology (online tutorials and resources) to
supplement course learning.
Class activity: (Purpose: student engagement about diversity)
o GWS Scavenger Hunt

D2L: Videos on D2L for student review:

Tutorial on using D2L, downloading a file to dropbox, and plagiarism
How to use the online library as a resource
http://libguides.wmich.edu/content.php?pid=213917&sid=1779856.

2. Large group discussion: Introduction of students, examining

diversity, classroom etiquette, and respecting differences of
opinions.
Discussion questions:
When making introductions how easy or hard was it to find
someone with a similar experience as you?
What are some personal factors that may influence how
people view certain topics?

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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Module 1/Part 2: Ch. 1 History of Feminism

Module 1/Part 2 Objectives:
1. Define the meaning of feminism.
2. Name 5 categories of feminism; compare and contrast characteristics defining each category.
3. Identify important historical events of the feminist movement and how it relates to feminism in current times.
Class #2 Agenda (Activities and Assessments)

Assignments

1. Quiz on content in the syllabus and Chapter 1

Due: (needs to be submitted to dropbox)

Chapter 1: History of Feminism
Reflection #1: Feminist Perspective Scale

2. Lecture on Feminism
Defining feminism (5 categories)
History of the Feminist Movement

Small group activity:

Identify the feminist? (see worksheet)

Large group discussion:

Societal impact of stereotypes related to feminism
Historical influence of feminism on modern day feminism.

Video: One Fine Day

https://www.youtube.com/watch?v=8BFXfvP0dH4
Compare and contrast feminism in video to todays feminists.
o What it looks like to be a feminist? Is feminism still
relevant?

Introduce and explain the Sandra BEM Gender Identity Scale

Students will need to complete prior to next class session.
Note: Gender spectrum/gender fluidity: First scale to identify
androgyny along with femininity and masculinity.

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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Module 2: Gender in Social Context

Module 2/Part 1: Ch. 2 Sex, Gender, and Status
Module Objectives:
1. Define concepts related to sex, gender, gender identity, and androcentrism
2. Compare and contrast the development of sex and gender using the theories of biological determinism and social construction.
3. Examine how sex and gender intersects with race, class, age, ability, appearance, and sexual orientation.
4. Illustrate how gender stereotypes are shaped and maintained by societal expectations and social interactions.
Class #3 Agenda (Activities and Assessments)

Assignments

1. Quiz on Chapter 2

Due:

2. First half of class (6:00p-7:15p)

Chapter 2 Sex, Gender, and Status

Sandra Bem Gender Identity Scale

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)

Sandra Bem Gender Identity Scale

Chapter 2 PowerPoint Slides/Lecture Slides
Video: Ted Talk by Tony Porter, A Call to Men.
http://www.ted.com/talks/tony_porter_a_call_to_me
n.html

Part 2: Conformity and Release (30:40-35:50)

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.

Discourse discussion: Students will be instructed to

reflect on following questions:
Do you believe sex and gender are biologically
determined or socially constructed? Defend your
position.

Large Group Discussion:

Read Chapter 3: Images of Women

Small group: (assign groups to either the Biological Determinism or Social

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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3. Second half of class: Making Gender Personal:

Small group:
Discussion regarding the results from the BEM Identity Scale

Agree or disagree with results?

How may results fit or not fit with ones gender identity? Are there situations
where someone may conform to fit gender norms?

Large group:
Identify characteristics/words that are used to describe males and females.
How many students feel the descriptive words fully and completely describe

their gender identity or gender expression?

How may gender stereotypes impact individuals at the individual, interactional,
and societal levels?

Module 2/Part 2: Ch. 3 Images of Women

Module Objectives
1. Examine how gender stereotypes influence prejudice, sexism, and discrimination.
2. Critically analyze how gender stereotypes are shaped and maintained at the individual, interactional, and societal level.
Class #4 Agenda (Activities and Assessments)
1. Quiz on Chapter 3
2. Lecture
Define privilege and social status and how it relates to prejudice, sexism, and
discrimination.
Small group activity on intersectionality of social identity:
How might gender expression differ globally?
How is gender expression influenced by race, ethnicity, age, life, experience,
ability, appearance, or sexuality?

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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Module 2/Part 3: Ch. 4 The Meaning of Differences

Module Objectives:
1. Discuss factors contributing to reinforcement and maintenance of differences and similarities among males and females.
2. Demonstrate the ability to analyze gender stereotypes by applying the theories of biological determinism and social constructions
3. Examine the influence of gender stereotypes on the design of research studies and the distribution of results.
4. Identify potential areas in which bias can influence research.
Class # 5 Agenda (Activities and Assessments)

Assignments

1. Quiz on Chapter 4

Due:

2. Lecture (PowerPoint Presentation)

Discuss research in gender studies with attention to the tendency for research to
publish results that focus on differences among sexes/gender vs. similarities.

Large group discussion:

Theories of biological determinism and social construction, what may contribute to

reported differences or similarities?
Explore potential factors:
Examples- Toys, games, media, parents, peers, teachers, activities
Identify list of toys and activities that are stereotyped for girls, boys, and gender
non-specific.
How might these toys influence development in certain skills vs. others?

3. Small Group Activity:

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)

Study for Examination #1: Chapters 1-4

Google Hangout Study Session/Office hours with

instructor. (1 or 2 designated times lasting 1 hour).
D2L Online chat will be set up for students to ask
each other questions or share information. I will
check in with discourse and address any questions or
faulty information.

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Module 2/Part 4: Module Assessment

Class #6 Agenda (Activities and Assessments)

Assignments

Examination- Chapters 1-4

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

2. Return and review Ch. 1-4 Exam

3. Video: The Gender Puzzle:

(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.

Module 3/Part 2: Gendered Identities: Childhood and Adolescence

Module Objectives:
Name and be able to describe at least two theories of gender development.
Examine the various societal and relational influences that impact gender development in children and adolescents.
Describe the role that media plays in teaching children and adolescents about gender
Demonstrate awareness on how social forces contribute to gendering of children and adolescents conception of themselves and their world.

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Class #8 Agenda (Activities and Assessments)

1. Quiz Chapter 6
2. Lecture online regarding theories of gender development (VoiceThread)
Social Learning Theory
Cognitive Development Theory
VIDEO: MisRepresentation (first half of video)
Small group discussions addressing the video (discussion questions are from
Killing Us Softly 4 Study Guide).
Do advertisers or media sources have a responsibility to society? Do they
have a responsibility to children and adolescents? Why or why not?
What are some of the potential physical, emotional, and mental effects on
girls and women who try to live up to our cultures ideal image of
beauty?
Do you think there is the relationship between dehumanization,
objectification, and violence?

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.

How do you express your gender? How is gender expression impacted by

influences at the individual, interactional, and societal levels?
Based on the content learned so far, how do you feel gender norms have
impacted you (either positively, negatively, both) growing up as a child,
adolescent, and now adult? Provide examples and demonstrate insight
regarding your experience.
In what ways have you benefited from your sex or gender? (Using
concepts described in lecture and in the textbook on benevolent sexism,
hostile sexism, and/or ambivalent sexism).
To facilitate change related to acceptance of gender stereotypes in the
United States, what would you change or do differently?

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Module 4: Gender Life Paths

Module 4/Part 1: Ch. 7 Sex, Love, and Romance
Module 4/Part 2 Ch. 8 Commitments and Close Relationships
Module Objectives
1. Define and describe the relationship between sexual scripts and romantic ideology
2. Demonstrate awareness of how sexual scripts and romantic ideology operate at the individual, interactional, and societal levels.
3. Describe the concept of marriage in U.S. and how it compares to other parts of the world.
4. Compare and contrast traditional, modern, egalitarian marriages, heterosexual marriages, same-sex marriages, and co-habiting relationships.
5. Identify most common causes for divorce among United States couples.
6. Describe psychological impact of divorce among men and women and how it relates to societal expectations.
Class # 9 Agenda (Activities and Assessments)
1. Quiz on chapter 7 and 8
2. Guest Presenters: WMU SpeakOUT Panel
3. Lecture/large group discussion
a. Sexual scripts and romantic ideology
b. Compare traditional, modern, and egalitarian marriage types.
c. Compare and contrast gay, lesbian, and heterosexual relationships in regard to power,
relationships satisfaction, etc.
d. Right to marry in United States. Examine legislation among various states. Discuss
arguments for and against same-sex marriage.
4. Small group activity: Case Study
a. The couple, they will decide the type of partnership/marriage they will have (samesex, modern, egalitarian, traditional).
b. Case study will state the following (adapted from the Crawford instructor manual):
Assume that you have just married the person with whom you are now paired. Both of you will be
working full time and about the same number of hours each week. Your job in the next 20 minutes is to
negotiate a contract with your partner about what each of you will do, so that all of the functions are
allocated and there is an approximately equal division of labor. In this exercise we will assume that your
joint income is enough for two regular role functions (from the entire list) to be done by someone you
hire (if it includes cleaning, you can only have the person clean 2x a month. This will use up your two
regular roles). Therefore, you will need to agree on which two functions you will pay to have done.
(Note: I tried this exercise this past semester and students had a lot of fun negotiating responsibilities.
Some even experienced frustration with their partner and divorced by the end of the hour).

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.

What has been your experience and knowledge

regarding issues facing the LGBTQ community?
2. In what ways did the SpeakOUT panel impact your level
of awareness, insight, or knowledge following the
presentation?
3. How will you use the information provided by the panel
to reduce heterosexism?

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5. Large Group Discussion:

a.
b.
c.
d.

Read Chapter 9

What did you learn about yourself?

About how you respond to the demands of others?
About your views of functions linked to gender roles?
What items did people have problems with? How did you resolve the difficulty? Do you
have a contract that you think could work in real life?

Module 4/Part 3 Ch. 9 Parenting

Module 4/Part 3 Objectives:
1. Define and discuss influence of motherhood mystique.
2. Define Reproductive Freedom and discuss implications and political struggles.
3. Discuss the medical model for pregnancy and compare to cultural experiences of maternity and parenting.
4. Define postpartum depression and identify contributing factors for mothers.
5. Compare and contrast impact of children on the lives and emotional and physical health of mothers and fathers.
Class # 10 (Activities and Assessments)
Assignments
1. Quiz on Chapter 9
Due:
Chapter 9
2. Lecture on chapter 9 (PowerPoint)
a. Video: Influence of culture on reproductive freedom.
D2L:
b. Video: Post-partum depression- Experience of Women.
Ch. 9 PowerPoint slides
3. Large Group Discussion:
1.

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.

Module 4/Part 4 Ch. 10 Work and Achievement

Module Objectives:
1. Define and analyze factors contributing to the wage gap for women.
2. Define meaning of leadership. Compare and contrast gender related stereotypes impacting successful leadership.
3. Examine the influence of ethnicity, culture, age, appearance, ability, and sexual orientation on womens ability to succeed in a leadership.
4. Demonstrate ability to examine own experience as it relates to leadership and achievement.

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Class # 10 Agenda (Activities and Assessments)

1. Quiz on Chapter 10
2. Lecture on Chapter 10
3. Large group discussion:
What is the wage gap?
Identify and provide a number of examples of professions where a wage gap exists.
What do you make of the finding (discussed in the textbook) that women & men have
similar leadership styles? Do you think men resist womens leadership? Examples from
student lives?
4. VIDEO: Misrepresentation (Second half of video: Leadership and Achievement)
5. Large group discussion:
What does power look like on television, advertisements, movies, and music videos?
In what ways have you been in a leadership role? Have you been treated the same or
different as colleagues around you?
How does the objectification of women described as raunch culture influence shape
your view of self and/or others?
How does raunch culture influence the way women leaders are portrayed in the
media? How does this impact their success or willingness to pursue positions of
leadership?

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

Module 4/Part 5: Module Assessment: Online Examination Chapters 5-10

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Module 5: Gender and Wellbeing

Module 5/Part 1 Ch. 11 Violence Against Women
Module Objectives
1. Examine gender related violence using social construction theory and biological determinism.
2. Identify three examples of gender related violence.
3. List warning signs of intimate partner violence and sexual violence
4. Examine stereotypes and myths related to gender violence and discuss current research on trauma.
5. Identify resources available to support a person victimized by gender-related violence.
Class #11 & #12 Agenda (Activities and Assessments)
1. Quiz Chapter 11
2. First half of class: Domestic Violence
a. Guest Speaker: YWCA Domestic Violence

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

Class #15 Agenda (Activities and Assessments)

Wrap-Up and Final Remarks
Recognition regarding any graduates
Final Exam

Module 5/Part 4 Final Exam and Course Assessment

Assignments
FINAL EXAM