|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Psychology Of Women|
|Prerequisite(s)||PSYC 1101 or PSYC 1101H|
This course is designed to examine the current status of theory and research on women’s experiences and behavior. Emphasis is placed on the integration of findings from physiological, personality, developmental, socio-cultural, and abnormal psychology. Gender differences and the theories advanced to understand such differences are critically evaluated.
|Expected Educational Results|
As a result of completing this course the student will be able to:
1. Define feminism, sexism, sex, gender, and gender role.
2. Describe the historical emergence of the field of psychology of women.
3. Explain current psychological theories as they relate to women and identify assumptions about women inherent in these theories.
4. Describe current research on issues related to the psychology of women and gender.
5. Critically analyze psychological research for gender bias.
6. Identify cultural and biological influences on gender identity, behavior, motivation, achievement, work, marriage, psychological disorders.
7. Explain the implications of the sociocultural perspective on gender stereotypes and describe consequences of gender stereotypes.
8. Identify specific aspects of women’s physical development such as menstruation, pregnancy, childbirth, infancy, childhood, adolescence, adulthood, menopause, and aging, and describe their relationship to women’s psychological experiences.
9. Identify similarities and differences in women’s issues and concerns across cultures.
10. Apply the information from this course to analyzing and solving problems related to family, work, and personal and professional relationships.
|General Education Outcomes|
I. This course addresses the general education outcome relating to communications as follows:
A. Students develop their reading comprehension skills by reading the textbook, handouts, and assigned journal articles.
B. Students develop their listening skills by listening to lectures, videotapes, and other students (during group discussions and problem-solving exercises).
C. Students develop their writing skills through written homework assignments, papers, and/or writing essays as part of exams.
D. Students develop their speaking skills by asking questions, through class discussions, and/or through oral reports to the class.
II. This course addresses the general educational outcome of demonstration of effective problem-solving and critical thinking skills by requiring students to apply knowledge gained from the course to analyzing and solving the types of problems that are often encountered in real life.
III. This course addresses the general education outcomes of recognition and application of scientific inquiry by requiring students to describe current research on issues related to the psychology of gender and to analyze psychological research for gender bias.
IV. This course addresses the general education outcome of application of knowledge or personal, societal, and cultural development to living and working in a culturally diverse environment by requiring students to describe consequences of gender stereotypes, to identify similarities and differences in women’s issues and concerns across cultures, and to identify the psychological consequences of women’s and men’s sex and gender roles.
1. History of traditional and feminist perspectives
2. Approaches to understanding girls and women, boys and men from psychological, sociological, anthropological, and Eastern philosophical perspectives
3. The interpretation of differences: sex, gender, and cognitive abilities over the life span
4. Biological aspects of sex and gender
5. Sex, love, romance, and relationships in cultural contexts
6. Gender in education, work, and achievement
7. Gender’s involvement in physical and mental health
|Assessment of Outcome Objectives|
I. COURSE GRADE
Grades will be based on some combination of the following: papers, projects, oral presentation, exams, class participation, and homework assignments. Exams will emphasize writing and analytical skills using essays and/or short answers. All instructors must give a minimum of two exams for the course, including the final exam. Individual instructors may determine the relative weightings of each component in determining the grade for the course, and must state the weightings to be used in determining student grades in the course syllabus.
II. DEPARTMENT ASSESSMENT
A. This course will be assessed in the fall semester on a three-year assessment cycle. Objective questions assessing student mastery of outcomes for this course will be included in either the final exam or unit tests for this course. Each instructor must include these questions in the appropriate exam. Each instructor is responsible for reviewing and tabulating the results of these outcome assessment questions and transmitting them to the course or curriculum committee responsible for this course. Individual instructors should use feedback from assessment in their classes to review and evaluate their own teaching practices.
B. The construction of the outcome assessment questions will be the responsibility of the college-wide Psychology Curriculum Committee.
III. USE OF ASSESSMENT FINDINGS
The Psychology Curriculum Committee will meet in the spring term after the fall assessment to review the course and to evaluate the results. The review of the course outcome assessment findings will provide information on success in achieving the desired outcomes for this course on a college-wide basis. If fewer than 70% of the students perform successfully on questions measuring any particular educational outcome, the committee will examine teaching practices related to that outcome, the assessment instrument, and the desired learning outcomes to determine which, if any, of these need modifying. The committee will share its findings and recommendations with all faculty teaching this course, and may make changes to the desired educational outcomes, teaching practices, or assessment instrument as appropriate.
Updated: May 30, 2005
Minor Revisions: June 27, 2005
Last Revised: Aug. 11, 2011