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PSYCHOLOGY/WOMEN’S STUDIES 336: PSYCHOLOGY OF WOMEN

SPRING 2015
Mon/Wed 11:00am-11:50am, Fridays online or elsewhere
Room 1250, BPS (Biology-Psychology Building)

Course Description: Instructor

Naz Salahuddin, Ph.D.
What is the Psychology of Women? What role does female gender play in individual BPS 2123 J/K
behavior, thoughts, or experiences? What experiences are unique to women and how do nsalah@umd.edu
these experiences influence women’s development across the lifespan? How do Office hours: W 12-1:30 and by appt
psychologists seek to understand psychological development, mental health and mental Please sign up through Canvas
illness among women? This course will engage students in contemporary scientific
approaches to understanding the psychology of women. Graduate TA:
Lizzie Sauber
This course will address a variety of topics, including the psychological theories related BPS 2140A
to gender development, gender development across the lifespan, diversity, work, family, Lizzie.sauber@gmail.com
mental health issues, and violence against women. We will review and critically analyze Office hour: Tuesday 1-2 pm
psychological theory and research concerning how psychologists understand gender and Please sign up through e-mail before
discuss contemporary issues that shape women’s experiences. This investigation will attending
facilitate a meaningful consideration of issues that have relevance to you as individuals.
The most important goal of this course is to help you think critically about this area of Undergraduate TAs
psychology and its impact on other areas of psychology. The expression of diverse
- Natalie Kocab
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 nkocab@gmail.com
multiple perspectives.
Hana Machover
Prerequisites: Psyc100. hanamac@terpmail.umd.edu
Please drop this course if you have not fulfilled this prerequisite.
Hannah Milhorn
hmilhorn@terpmail.umd.edu

*Please check Canvas for your point-of-contact

TA assignment. Please email TAs to set up
appointments.
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Course objectives: At the completion of this course, students will:

1. Describe theories and research findings related to the psychology of women

2. Demonstrate an understanding of how empirical research methods are used to test hypotheses related to the psychology of women
3. Critically evaluate the methods and conclusions of psychological research
4. Think critically regarding ethical and multicultural issues related to research methods, conclusions, and interventions with women and girls
5. Understand the role of social and ecological factors as they relate to women’s development
6. Demonstrate an understanding of privilege, oppression, and human rights issues related to gender

Instruction method:
Class time will be devoted primarily to lecture, discussion, small group work, videos, and classroom activities. In addition, students will receive
lectures from guest speakers. Students are expected to complete the assigned readings PRIOR to coming to class and be prepared to discuss the
readings in class. Students are also expected to bring Classroom Clickers to all classes and respond to clicker questions presented in lecture.

Online work:
We will not meet as a class on Fridays. However, students are expected to complete online or outside of class work on Fridays during class
time. Students are expected to treat Friday classes as they would treat traditional in-class meetings. If a reading is due on Friday, this reading should
be completed prior to the start of class on Friday. Each Friday, students will be responsible for completing online assignments (e.g., discussion board
posts or writing assignments) or participating in group work. In all cases, Friday assignments will be due at the end of class and in most cases,
assignments will require readings or other preparation prior to the start of class. Thus, if a reading is due on Friday, students are expected to complete
that reading prior to class (11am). Students will then complete the assignment during class time (11-11:50am), and submit their work online.

Required reading: All required reading will be available on Canvas or through the PsycInfo database.

Assessment of student learning:

Exam 1 15%
Exam 2 15%
Online and homework activities 20%
Participation/in class work 10%
Gender Empowerment Project 20%
Critical Thinking Papers 20%
Total 100%
Extra credit (optional) 2% maximum
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This course is graded on the following A+ to F scale:

90-93 A- 94-97 A 98-100 A+

80-83 B- 84-87 B 88-89 B+
70-73 C- 74-77 C 78-79 C+
60-63 D- 64-67 D 68-69 D+
59 and below Fl XF Failure due to academic dishonesty

Please understand that letter grades have specific definitions that do not include regular attendance, effort or desire.

“A” denotes excellent mastery of the subject and outstanding scholarship.

“B” denotes good mastery of the subject and good scholarship.
“C” denotes acceptable mastery of the subject and the usual achievement expected.
“D” denotes borderline understanding of the subject. These grades denote marginal performance, and they do not represent satisfactory progress
toward a degree.
“F” denotes failure to understand the subject and unsatisfactory performance.

Grading disputes:
After the return of any test, paper or project, you have exactly seven days to contest your grade with the instructor or teaching assistant. Students
MUST submit a written explanation of their dispute to the Graduate TA within seven days of the return of a test, paper, or project grade.
After seven days have passed, grade changes will no longer be considered. If a written explanation is not submitted within seven days, your grade will
not be reevaluated.

EXAMS, ASSIGNMENTS, AND EXTRA CREDIT:

Exams:
Exams will consist mainly of multiple choice questions, but also may include fill in the blank, short-answer, or matching questions. Please refer to
University policy on missed exams: http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540

Please note that it would be in your best interest NOT to miss an exam. In an attempt to be fair to all students, only EXTREME circumstances (e.g.,
death in the family, severe illness with a doctor's excuse) will result in excused absences from tests or delayed deadlines for papers. Computer
problems DO NOT qualify as an extreme circumstance. The instructor will review a student's unusual and exceptional reason for missing a test or
extending a deadline, and may allow the student to make up the exam or turn a paper in late. If you miss an exam without a reason that the instructor
has approved in advance and in writing, you will receive an F (0 points) for that exam.

**Important note** Students arriving late to an exam will NOT be permitted to take the exam if at least one student has already completed the exam
and left the classroom. Students who arrive after a classmate has completed the exam will earn a zero for that exam.
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Extra credit:
You have the opportunity to earn up to 2 percentage points of extra credit. You can choose extra credit activities from the list of options presented at
the end of this syllabus. Each extra credit assignment is worth ½ a percentage point of extra credit. All extra credit assignments are due no later than
the last day of class. Extra credit points will NOT be granted for assignments received after this date.

General Guidelines:
All assignments must be submitted via Canvas by 11am on the day they are due. Assignments submitted after 11:00am will be considered
late. Assignments must be submitted on Canvas and will not be accepted via email or hardcopy. Late assignments will be lowered one letter grade for
each day they are late, including weekends. Poorly written papers will receive lower grades regardless of content. Be sure to check your grammar,
spelling, and punctuation. Please contact the Writing Center or Learning Assistance Service if you need additional help with your writing. All papers
should be written in APA style in accordance with the latest edition of the publication manual of the American Psychological Association (2009).

The Writing Center: 1205 Tawes Hall

http://www.english.umd.edu/academics/writingcenter
Phone: 301-405-3785
Learning Assistance Service: 2202 Shoemaker Bldg
http://www.counseling.umd.edu/LAS/
301-314-7693

Policy regarding asking questions about assignments/exams:

The instructor and TA(s) are available by email to respond to your questions about assignments and exams. However, no questions will be
answered after 7pm on the day before the assignment is due. Thus, if an assignment is due on Wednesday, the instructor and TA will not reply to
emails after 7pm on Tuesday evening. Therefore, it is in your best interest to begin assignments (or studying for exams) early so that you have enough
time to have all your questions answered. Additionally, the instructor and TAs will not guarantee email responsiveness on nights and weekends.

Academic dishonesty:
Academic dishonesty is defined in the undergraduate catalog as cheating, fabrication, facilitation of academic dishonesty, and/or plagiarism. All
instances of academic dishonesty will be reported to the Office of Judicial Programs. Note that there will be NO warnings. Please carefully read
the syllabus supplement entitled “Ethics of Scholarship in Psychology.” This document is located on Canvas.

Students with disabilities:

If you have a documented disability and require academic accommodations, you must register with the Disability Support Service (DSS; 0126
Shoemaker Building, X4-7682). You must provide the instructor with written documentation from the DSS regarding your recommended
accommodations by the 3rd week of classes.
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ABSENCES FROM CLASS MEETINGS OR ASSIGNED WORK:

The University of Maryland's policy on excused absences is provided here:

www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540. This section highlights the key elements of attendance policies.

Major Scheduled Grading Events:

Any assessment listed as a test or exam, in-class presentation or an assessment worth at least 20% of your final grade is assumed to be a "major
scheduled grading event" unless otherwise defined in the course syllabus.

Single Absences due to Illness or Injury:

University of Maryland policy dictates that a single absence during the semester due to illness or injury will be excused with a self-signed letter
attesting to the date of the illness and acknowledging that the information is true and correct. You are expected to contact your instructor by phone
or email prior to the class meeting if you expect to be absent, and to provide this form by the next class meeting that you are present
for: www.health.umd.edu/sites/default/files/ClassExcuse1011.pdf. Please note that this policy does not excuse students from major scheduled
grading events.

Religious Observations:
Absences due to religious observances will be excused provided that a student contacts the instructor at least two weeks in advance of the holiday,
submits work due in advance and assumes responsibility for any material or announcements missed that day.

Multiple Absences & Those Covering Major Scheduled Grading Events:

University policy excuses absences due to (1) the illness of the student or the illness of a dependent as defined by Board of Regents policy on family
and medical leave (http://www.president.umd.edu/policies/docs/VII-750.pdf); (2) religious observance (where the nature of the observance prevents
the student from being present during the class period); (3) participation in university activities at the request of university authorities; and (4)
compelling circumstance beyond the students control. Students claiming excused absence must apply in writing and furnish documentary support for
their assertion that absence resulted from one of these causes immediately before or after the excused absence.

Multiple absences, and those occurring on a major scheduled grading event, require written documentation of the illness or injury from the Health
Center or an outside health care provider. The letter must verify the dates of treatment and the time period during which you were unable to meet
academic responsibilities. Accommodations will be arranged on a case-by-case basis, but makeup assessments will not be offered for unexcused or
undocumented absences.
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Expectations of the instructor and teaching assistants:

You can expect that the instructor and the teaching assistants will treat students with respect, be prepared for class, respond to student concerns in a
timely manner, demonstrate current content knowledge and communicate clear expectations for students.

Expectations of students in the class:

Students are expected to attend and actively participate in class, be prepared for class, and to treat the instructor, teaching assistants, and each other
with respect. Disruptive behavior of any kind will not be tolerated. Students who are unable to demonstrate civility with one another, the teaching
assistants, or the instructor will be subject to referral to the Office of Student Conduct or to the University Campus Police. You are expected to adhere
to the Code of Student Conduct.

Use of technology:
In this class, students may bring their laptop computers, tablets, or other web-enabled devices to take notes ONLY. If a student is found to be using a
laptop for any other reason than taking notes, that student may lose the privilege of bringing their laptop, tablet, smart phone, or other device to class,
and/or may lose class participation points. If the instructor determines that laptops, tablets, or other devices become distracting in class, the instructor
will prohibit the use of such devices in class. If these devices are seen and/or used during an exam, the exam will be collected from the student and the student will
no longer be allowed to continue taking the exam. The exam score will be noted as zero.

Copyright Notice:
Class meetings and course materials, including instructions, presentations, assessments, content outlines, and similar materials are the intellectual
property of the course instructor and protected by legal copyright. You may take notes and make copies of course materials for your own personal use.
You may not, nor may you allow others to, distribute lecture notes and course materials publicly whether or not a fee is charged without the express
written consent of the instructor. Similarly, you own copyright in any work products that you create for this course. If I am interested in sharing your
work with others I will ask for your written permission. Copyright violations may result in referrals to the Office of Student Conduct and/or civil
penalties under State and Federal law (www.copyright.gov/title17).

Course Evaluation and Feedback:

Final course evaluations. As a member of our academic community, you as a student have a number of important responsibilities. One of
these responsibilities is to submit your course evaluations each term though CourseEvalUM in order to help faculty and administrators improve
teaching and learning at Maryland. Course evaluations will be available toward the end of the semester at www.courseevalum.umd.edu. If you
submitted all of your evaluations last semester, or are a new student, you can also access all posted results from Fall 2012 forward via Testudo under
CourseEvalUM Reporting. To retain this access, you must submit all of your evaluations each semester. If you do not have access right now, you can
gain it by submitting all of your Spring 2015 evaluations. More information is at: https://www.irpa.umd.edu/Assessment/CourseEval/stdt_faq.shtml
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Course Outline
Readings are to be completed and films are to be viewed before the day they are due to be discussed in class.
WEEK DATE MONDAY DATE WEDNESDAY DATE FRIDAY-NO IN CLASS MEETING
Methodological, Contextual, and Theoretical Issues
1 1/26 Introduction to the 1/28 Historical and Theoretical 1/30 Online work: Introductions
Psychology of Women Perspectives:
Ecological approach Psychoanalytic & Sociobiology
Read: Hyde chapter 2
Slater (2013)
2 2/2 Theoretical Perspectives: 2/4 Theoretical Perspectives: 2/6 Online work: Theory application
Social Learning, Cognitive- Gender Schema, Feminist Group work: Sign up
Development Read: Bem (1981)
Read: Hyde chapter 2 DUE: CTP 1-Self-Reflection
Due: watch: Dr. Block talk- Paper
sociobiology (see Canvas)
3 2/9 Research issues and the 2/11 Gender Differences vs Gender 2/13 Watch: Claude Steele Talk
Psychology of Women Stereotypes, Stereotype threat Online work: Gender Stereotypes and
Read: APA (2005) popular culture
Overview of Group Project Group work: Meet, exchange contact info,
Read: Hyde 1 (p. 6-16) talk about why you chose this topic,
brainstorm ideas
Gender Differences and Similarities
4 2/16 Gender Differences vs Gender 2/18 Gender, language, and emotions 2/20 Watch Codes of Gender
Stereotypes, Stereotype threat Read: Shields (2013) Online work: Discuss Codes of Gender
Watch: Amy Cuddy Ted Talk Group work: Continue to brainstorm ideas.
DUE: CTP 2-Theories CTP Work to agree on one or two ideas.
5 2/23 Socialization: Infancy 2/25 Socialization: Childhood 2/27 Online work: Personal gender learning
Tobin et al (2010) Read: Orenstein (2001) ch 2 &3 Group work: Agree on one or two ideas for
project
Annotated bibliographies due
6 3/2 Socialization: Adolescence 3/4 In class group work: 3/6 Study for exam
Read: Erchull et al (2013) Submit draft of idea and method

7 3/9 Exam 1 3/11 Special Topic: Domestic Minor 3/13 Group work: Submit revised method
Sex Trafficking Group participation check in 1
Read: Kotrla (2010)
8 3/16 SPRING BREAK 3/18 SPRING BREAK 3/20 SPRING BREAK
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Women, Work, and Family

9 3/23 In class group work: Finalize 3/25 Sex and Sexuality 3/27 Online work: IAT discussion
method and prepare to launch Watch: Dreamworlds 3 Group work: Launch intervention
intervention Homework: Discuss
Dreamworlds 3
10 3/30 Women, Work, and Family 4/1 Women’s Career Development 4/3 Online work: Sexism
Ted Talk: Why we have so few Social Cognitive Career Theory
women leaders Read: Bowles & Babcock (2013)
Cheung & Halpern (2010) Recommended: Williams &
Subich (2006)
Oppression, Violence, and Human Rights: A Global Perspective
11 4/6 Sexism: Hostile and 4/8 Domestic Violence 4/10 Watch: Half the Sky Episode 2
Benevolent Due: Case Analysis Critical Online work: Discuss Half the Sky
Dardenne et al (2007) Thinking Paper

12 4/13 Privilege and Oppression 4/15 Sexual Assault and Bystander 4/17 Group work: Outline of presentation due.
Intervention Group participation check in 2
Women’s Mental and Physical Health
13 4/20 Victim Blaming and Resilience 4/22 Mental Health: Depression 4/24 Gender Empowerment project: Self-
Basow & Minieri (2010) TBD assessment
14 4/27 Mental Health: Body Image 4/29 In class: Finalize Gender 5/1 Group work: Finalize presentations
and Eating Disorders Empowerment presentations and
Piran et al (2005) papers
15 5/4 Due: Final Presentations and 5/6 Gender Empowerment 5/8 Due: Gender Empowerment Group Paper
papers (all groups) Presentations Group participation check in 3
Gender Empowerment
Presentations

16 5/11 Last day of classes

Gender Empowerment
Presentations
Exam Review
**Last day to submit extra
credit
Final exam 8:00 – 10:00 am
Sat May 16th
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NOTE: Instructor reserves the right to modify this syllabus as needed.

References for Readings

American Psychological Association (2005). No big difference. http://www.apa.org/research/action/difference.aspx

Basow, S. A., & Minieri, A. (2010). “You owe me”: Effects of date cost, who pays, participant gender, and rape myth beliefs on perceptions of rape. Journal of
Interpersonal Violence, 26, 479-497.
Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354-356.
Bowles, h. R., & Babcock, L. (2013). How can women escape the compensation negotiation dilemma? Relational accounts are one answer. Psychology of Women
Quarterly, 37(1), 80-96.
Cheung, F. M., & Halpern, D. F. (2010).Women at the top: powerful leaders define success as work + family in a culture of gender. American Psychologist, 65(3), 182-
193. DOI: 10.1037/a0017309
Dardenne, B., Dumnt, M., & Boiller, T. (2007). Insidious dangers of benevolent sexism: Consequences for women’s performance. Journal of Personality and Social
Psychology, 93(5), 764-779.
Erchull, M. J., Liss, M., & Lichello, S. (2013). Extending the negative consequences of media internalization and self-objectification to dissociation and self harm. Sex
Roles, 69, 583-593. DOI: 10.1007/s11199-013-0326-8
Orenstein, P. (2011). Cinderella Ate My Daughter. New York: Harper.
Hyde, J. S. (2007). Half the human experience: The psychology of women (7th ed). Boston, MA: Houghton Mifflin Company.
Kotrla, K. (2010). Domestic Minor Sex Trafficking in the United States. Social Work, 55(2), 181-187.
Piran, N., & Cormier, H. C. (2005). The social construction of women and disordered eating patterns. Journal of Counseling Psychology, 52(4), 549-558.
Shields, S. A. (2013). Gender and emotion: What we think we know, what we need to know, and why it matters. Psychology Women Quarterly, 37(4), 423-435.
Slater, D. (2013). Darwin was wrong about dating. New York Times. http://www.nytimes.com/2013/01/13/opinion/sunday/darwin-was-wrong-about-
dating.html?pagewanted=all&_r=0
Tobin, D. D., Menon, M., Menon, M., Spatta, Hodgest, E. V. E., & Perry, D. G. (2010). The intrapsychics of gender: A model of self-socialization. Psychological review,
117(2), 602-622.
Williams, C. M., & Subich, L. M. (2006). The gendered nature of career related learning experiences: A social cognitive career theory perspective. Journal of Vocational
Behavior, 69, 262-275.
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Critical Thinking Papers:

All papers MUST be in APA format. Please visit http://owl.english.purdue.edu/owl/resource/560/01/ or refer to the Publication Manual of the
American Psychological Association (6th edition) for APA formatting guidelines. Papers should be around 2 pages long, 12 point font, double spaced,
with 1 inch margins. All papers are worth 25 points each.

Helpful hints for papers:

• Please spell check and edit your papers carefully. Poorly written papers will lose points regardless of content.
• When asked to used citations:
o Remember to cite the article appropriately!
 If you quote a source, but do not use quotation marks and include citation, this is plagiarism.
 If you do not cite the article when summarizing points from it, this is also plagiarism.
 If you are unsure how to avoid plagiarism, please refer to the syllabus supplement entitled “Ethics of Scholarship in Psychology.”
This document is located on Canvas. You may also choose to talk to a TA.
• Generally, journal articles, news sources, or reputable websites are appropriate sources to cite in your papers.
o You can search for journal articles using the PsycInfo database (you can find the database through the library website lib.umd.edu)
 Some examples of appropriate journals are Psychology of Women Quarterly, Sex Roles, Journal of Counseling Psychology, The Counseling
Psychologist, Psychotherapy: Research and Practice. But, any PEER REVIEWED journal is fine. You can search for peer reviewed
journals on PsycInfo. Please ask a TA if you are unsure of how to do this.
o Wikipedia, obscure websites, and opinion pieces (such as many blogs) are NOT appropriate.
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Self-Reflection Critical Thinking Paper. Due Feb 4th (35 points)

Purpose: Think critically about biases and values. Evaluate the ways in which these values influence the student’s consumption of information.

Think about yourself in terms of your gender and other identities that are important to you (race, religion, social class, sexual orientation, etc).

Write a reflection paper addressing the following:

• How do you identify, culturally? (ex: Mexican-American, Christian, Lesbian woman; Biracial, bisexual man, etc.). Only disclose those identities
which are most important to you and that you feel comfortable disclosing. (Can be one sentence, 2 points)
• As a person with your cultural background, what are two messages you learned about gender as you were growing up? Messages can be from
family, media, school, friends, or just through osmosis from the culture around you. Additionally, messages can be explicit or implicit. We can
learn ‘messages’ from what we DON’T see as much as what we DO see. (Half page, 6 points)
• Identify two values or biases that you have developed as a result of your life experiences/messages you learned (Half page, 6 points)
• Based on these values/biases, what kinds of issues do you anticipate might raise your defenses this semester? That is, what issues might make
you feel uncomfortable, angry, annoyed, checked out, etc.? (Half page, 5 points)
• Do you identify as a feminist? Why or why not? Browse the ‘Women Against Feminism’ Tumblr and ‘Everyday Feminism’ online magazine
(http://womenagainstfeminism.tumblr.com/ and http://everydayfeminism.com/). Discuss two thoughts or reactions to these sites. Use one
citation to support your comments (6 points for thoughts/reactions, 5 points for appropriate use of citation)
• Pick one or two issues related to the psychology of women that are of most interest to you. Indicate what you hope to learn about these issues
over the course of the semester. (Half page, 2 points)
• APA style: 3 points

Theories Critical Thinking Paper. Due Feb 18 (25 points)

Purpose: To demonstrate an understanding of a theoretical perspective through accurate application of the theory.

Write a 2 page paper addressing the following:

• What are your thoughts and reactions to Codes of Gender? (4 points)
• What questions does this film raise for you (e.g., something you’d like to know more about)? (4 points)
• Describe and apply a theoretical perspective discussed in class to understand some psychological influences of advertising images: (14 points)
For example:
o Schema theory—what do advertising images tell us about gender schemas? How can it contribute to the development of gender
schemas? How might this impact one’s self-concept, according to schema theory?
o Feminist theories—what do advertising images tell us about power, sexuality, race, and gender? How might advertising images serve
to maintain power imbalances?
o Learning theory–how might a girl or woman learn gendered behavior through exposure to advertising images? (Be specific.)
• APA style: 3 points
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Case Analysis Critical Thinking Paper. Due April 8 (5o points)

Purpose: To think critically about course concepts and apply concepts to a case.

Write a 3-4 page paper addressing the following:

Select a female character from a TV show, movie, book, or fairy tale and apply 4 concepts from class to understand the character’s feelings,
thoughts, or behaviors from a gendered perspective. Also discuss how her portrayal represents (or rebels against) typical female gender
expectations. This paper should be approximately 3-4 double-spaced pages. The paper should include the following sections:
• Describe the character such that someone who does not know who she is gets a clear picture of her. This includes describing her physical
and personality characteristics, her behaviors, what role she plays when interacting with others, her sense of self, her abilities &
achievements, etc. (10 points)
• Define and apply 4 concepts from class to understand the character's feelings, thoughts or behaviors from a gendered perspective. How
well does the film/character portray each of these concepts/models/theories? Be sure to reference readings and class discussions where
appropriate in order to demonstrate your understanding of them. (20 points)
• Describe the ways in which the character’s portrayal represents (or challenges) typical female stereotypes & gender roles. Be sure to
reference the readings and class discussions where appropriate in order to demonstrate your understanding of them. (10 points)
• Describe two ways in which the character could improve/strengthen/diversity its portrayal of women. Why are these improvements
important? Be sure to reference readings and class discussion where appropriate. (10 points)
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Extra Credit Options (DUE MAY 11th):

You may choose to turn in up to four assignments as extra credit. You will receive ½ a percentage point of extra credit for each assignment, for up to
2% of extra credit.

1. Engage in advocacy (2-3 pages): Participate in an advocacy or social justice related activity. Write a 1-2 page summary of what you did, why it
was important to you, and what you learned. Also include how you believe the project you chose relates to and/or is consistent with the
Psychology of Women (include at least 2 citations to support your argument). Also, include the letter, a brochure, pictures, or some evidence
of your participation. Some ideas:
a. Write and send a letter to a congressperson
b. Write a letter to an editor of a magazine or newspaper
c. Attend or organize a protest, rally, boycott, sit-in, strike, etc. for a cause important to women
d. Help organize an educational event related to social justice
e. Volunteer at a social service agency/organization (rape crisis center, women’s health clinic, or organization such as National
Organization for Women)

2. Attend a cultural event (2-3 pages): Watch a movie, go to a museum exhibit, attend a show, a meeting, a lecture, etc., that presents issues that
are new to you with regard to multiculturalism or social justice as they relate to the lives of women (e.g., presentation about the experiences
of Muslim American women, film about women and human rights, a transgender panel, a talk about issues relevant to lesbian couples on our
campus). Write a 2-3 page reaction paper detailing why you chose the event/film, as well as your personal reactions and what you learned. Be
sure to include at least 2 citations to integrate course material into your paper.

3. Popular culture project: (2-3 pages). Select one aspect of popular culture (i.e., watch a movie or TV series, read several children’s books, browse
through several magazines, walk through a toy store, etc.). Evaluate the messages about gender that can be gleaned from the popular media.
What do these messages teach us about gender, gender roles, gender expectations. Write a 2-3 page paper, detailing what you did, why you
chose the particular aspect of popular culture, and your evaluation of gender messages. Be sure to include at least 2 citations to integrate
course material to your paper.

4. Current event reaction paper (2-3 pages): Write about a current event and how it relates to the psychology of women. Be sure to indicate why
you chose the event, your personal reactions, and how it relates to this course. Include at least 2 citations to integrate course material; into
your paper.

Additional Extra Credit Options:

Participate in research projects. You will receive ½ a percentage point of extra credit for each hour of research participation for up to TWO hours.
You may participate in studies advertised in this class or on SONA Systems http://psychology.umd.edu/research/sona.html .

Teen Dating Violence Prevention Training (60 minutes, ½ percentage point): http://www.vetoviolence.org/datingmatters/
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Gender Empowerment Project and Paper (100 points):

Final presentation dates: 5/4, 5/6, 5/11
Final paper due: 5/8

Description:

Students will work in groups of 4-5 to carry out a gender empowerment project. First, students will develop an idea for a gender
empowerment intervention that can be employed within their communities. The intervention should have the purpose of raising
awareness about important issues related to the psychology of women, providing resources, changing attitudes, or otherwise intervening
with some problem related to the psychology of women. This is intended to be a semester long project. Empowerment interventions
should be carried out for at least 4 weeks. Each group will present their methods and intervention to the class in a 5 minute
PowerPoint presentation. Each group will also submit a paper describing their rationale, methods, and reflections about the assignment.

Presentation format:
Each group will have 5 minutes to present their Gender Empowerment Project to the class in PowerPoint (or other approved) format.

Purposes of assignment:
1. To develop a positive intervention related to a topic of importance to you that has relevance to the psychology of women or
gender.
2. Become familiar with a research area of interest to you related to the psychology of women.
3. Apply research findings to real world problems and interventions.

****PROJECT COMPETITIONS******
After each presentation day, students will vote for:
1. The most effective intervention
2. The most engaging presentation
Winners will win one extra credit point
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General tips for Gender Empowerment Project:

1. Get started early! This project will require you to budget your time wisely. Set regular meeting dates over the course of the
semester. Communicate with your group members regularly. Schedule a meeting with the professor or TAs quickly if your group
has questions or concerns.
2. During the presentation: Be creative and find ways to engage your audience. Find a way to show the class what you did for your
intervention. Perhaps do a demonstration in class, put together a creative visual, or find some other way to showcase your work.
3. In your paper, be sure that all aspects of your project are clearly supported by research and theory. High grades will only be
earned by groups that have designed interventions firmly rooted in research.
4. Make sure you make an effort to maximize the impact of your intervention. Interventions should be carried out for at least 4
weeks.

Grades:
You will earn a GROUP grade for this project. However, each group member will submit a peer audit form several times throughout the
semester. This form will allow each student to indicate the amount of work that each member contributed. If a group indicates that an
individual member did not contribute their fair share of work that group member’s grade will be deducted accordingly. Thus, if Jill
contributed only half of what her peers’ contributed to the group project, she will earn half of the group grade (if her group earns 100%,
she will earn 50%).

Project instructions and deadlines:

1. Feb 6: Sign up in groups for a topic of interest on Canvas.

2. Feb 13: Meet with group. Exchange contact information, discuss why you chose this topic, brainstorm ideas for your intervention.
Submit ideas on Canvas.
3. Feb 20: Continue to brainstorm ideas. Agree on one or two ideas for the project.
4. Feb 27: Individual annotated bibliographies due.
a. Each group member should submit (on Canvas) an individual annotated bibliography. The annotated bibliography should
include at least 2 references for research articles the group will use to inform their intervention, along with a summary of
each article (*NOTE* DO NOT COPY AND PASTE THE ABSTRACT. You must read and summarize the article in your
own words). Articles must be from academic journals, empirical, and no more than 5 years old.
5. March 4:
a. The group should then submit their responses to these questions by the end of class on March 4. You don’t have to get
through every single question to earn points. However, we will provide feedback about your ideas. The more information
you submit, the more feedback we can give you:
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1. What is the problem your group would like to address?

2. Why is this topic important? Why do you think there is a need for an intervention related to this topic?
3. Who is your audience?
4. What is your intervention?
5. Why are you choosing this particular intervention? How effective do you think it might be? Why?
6. What impact do you expect your intervention to have? Why?
7. How will each of your group members share responsibilities?
8. Create a timeline for your group to ensure your project is completed in a timely fashion.
ii. Divide responsibilities among group members (e.g., decide that each person should pull 2 research articles on
psycinfo that relate to your general topics of interest with the purpose of assessing the feasibility of your project).
6. March 13th: Finalize methods, Complete group peer evaluation
7. March 23: Finalize your method and prepare to launch your intervention
8. March 27: Launch your intervention no later than this date
9. March 27 – April 27 Continue conducting your interventions
10. April 17: Outline of presentation and paper due, Group participation check in 2
11. April 29: Finalize presentations and paper outline 2
12. May 1: Finalize presentations
13. May 4: All groups must submit final presentation slides to TA by 12:00am
14. May 4: Presentations begin!
15. May 8: Final papers due

Intervention ideas:
Question: How can you increase awareness or otherwise intervene in a problem relevant to the psychology of women?
a. Create a poster/exhibit/visual presentation celebrating diverse women’s bodies (sizes, colors, ages) and put them up in
women’s bathroom stalls (or somewhere else women are likely to see and pay attention to them.)
b. Create a presentation about respectful and damaging relationships and present it to your dorm (post it on your Facebook
wall, etc).
c. Create a poster celebrating women pioneers and exhibit this in a prominent place.
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Gender Empowerment Paper and Presentation Grading Criteria Points

Introduction/literature review (1 -1.5 pages)
• What is the problem your group addressed (clearly stated, 5 points) /5
• Why is this an important issue? Importance should be based on research/theory (at least 3 citations). /15
Method: (2 pages)
Who is your audience? 5 points /5
o Why did you choose this audience?
What is your intervention? 20 points
o Describe your intervention and methods in detail. /20
o Why did you choose this particular intervention? This format? (use at least 2 citations)
Group Reflection: (1 page)
• What impact did you expect your intervention to have? Why?
• How did others respond to your intervention? Do you think it was successful? Why or why not? /15
• Discuss the experience of carrying out this project. What was your experience of carrying out this project? What
did you learn from this project?
Presentation Quality:
• Clarity and organization of presentation
• Methods clearly explained /20
• Show the class some part of your intervention (pictures, flyers, Facebook posts, participant quotes, etc)
• All group members should participate in the presentation.
• Attractiveness of the slides
• Degree to which all group members are prepared to present/answer questions related to the poster.
• Class engagement
Intervention Quality: /10
• Creativity of intervention
• Extent to which intervention was connected to research
• Likelihood of success
Writing Quality:
• Spelling, grammar, APA style /10
Additional Comments Total
/100