Psychology of Gender

PSYC/WOST434, Spring 2015

Course Section: 30488/003

Meeting Time and Place: 12:40 – 1:55 pm, HSS 55
Course Credit Hours: 3 credits

Faculty Contact Information:

Patrick R. Grzanka, Ph.D.
Assistant Professor
Department of Psychology
Office: 303C Austin Peay
Email: patrick.grzanka@utk.edu
Phone: 865.974.3788

Office Hours:
Thursdays 2-4 pm and by appointment.

Teaching Assistant:
Landon Bevier
Office: 307 Austin Peay
Email: lbevier@utk.edu

Course Description: This course is an intensive survey of the theory and methods of
the study of gender in psychology. We will review psychological perspectives on gender,
sexuality, and intersecting dimensions of human social and cultural diversity (e.g., race,
ethnicity, age), with special attention paid to the role of feminist theory and methods in
psychological science. This advanced, interdisciplinary seminar in psychology and
women’s studies is reading-intensive and requires three fieldwork assignments in
addition to a midterm and final exam. Students must have at least junior standing to
enroll in the course.

Value Proposition: Intensive, dedicated study to the psychology of gender offers

unique opportunities to consider, critique, and reflect upon the role of gender in one’s
own life – including the ways in which we have all been gender socialized – as well as
the continued role that gender (and sexuality) play in both society at-large and in the

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creation of scientific knowledge. A critical perspective on gender roles and relations
promotes critical thinking about identities and inequalities across registers of social and
psychological life.

Course Objectives: As an advanced seminar in the Department of Psychology and

Women’s Studies Program at the University of Tennessee, this course is designed to
offer students a broad and substantive introduction to key themes in the psychology of
gender, including a) the history of gender in psychological science and related fields, b)
research methods in the study of gender, c) theoretical perspectives on gender and
related constructs, particularly sexuality and race, and d) development and applications
of feminist psychology across the discipline. The course is designed to be
consciousness-raising insomuch as we will foreground issues of identity, power, and
inequality in the study of gender as a scientific construct and a social-cultural system,
and we will explore the ways in which the psychology of gender can serve as a tool for
promoting social justice in our everyday lives.

Student Learning Outcomes: At the completion of this course, students should be

able to do the following, which reflect guidelines developed by the American
Psychological Association and adopted by the Department of Psychology at the
University of Tennessee:

1. Describe the key concepts, principles, and overarching themes in the

psychology of gender.

2. Apply the key insights of the psychology of gender to other areas of

psychological and scientific knowledge.

3. Understand the development and key concepts of feminist theories and

methods, particularly their application in psychological science.

4. Communicate the key insights of the psychology of gender in clear and

precise written English that adheres to professional guidelines (i.e., APA style).

Note that this course also fulfills the “Contemporary Issues” course requirement for the
undergraduate major in Women’s Studies and counts toward the major in American
Studies.

Learning Environment: The following guidelines will serve as the foundation of our
pedagogical environment. We may develop additional guidelines as the class sees fit.
As members of this learning community, we will all:
1. Acknowledge that racism, classism, sexism, heterosexism, and other institutionalized
forms of oppression exist.
2. Acknowledge that one mechanism of institutionalized racism, classism, sexism,
heterosexism, etc., is that we are all systematically taught misinformation about our

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 own group and about members of other groups. This is true for everyone, regardless
of our group(s).
3. Agree not to blame others or ourselves for the misinformation we have learned but to
accept responsibility for not repeating misinformation after we have learned
otherwise.
4. Assume that people both the people we study — and the members of the class,
always do the best they can.
5. Actively pursue information about our own groups and those of others.
6. Share information about our groups with other members of the class and never
demean, devalue, or in any way “put down” people for their experiences.
7. Agree to combat actively the myths and stereotypes about our own groups and other
groups so that we can break down the walls that prohibit group cooperation and
group gain.
8. Create a safe atmosphere for open discussion. If you wish to make comments that
you do not want repeated outside the classroom, you can preface your remarks with
a request that the class agree not to repeat the remarks.

Note: These guidelines were developed by Lynn Weber (1990), and published in
Women’s Studies Quarterly, 18, 126-134.

Our class will fundamentally be based in an ethic of respect for each other and for the
ideas presented throughout the course. Because all of our texts take up gender and/or
sexuality as their object of study, our course readings will highlight and interrogate a
wide range of sensitive and politically charged social issues and problems. We will
encourage open and substantive dialogue, and professional decorum and respectful
dialogue will always be privileged. Furthermore, our discussions will always be
grounded in and organized around the course texts.

Finally, the course involves adult content. All of the readings and in-class films deal
explicitly with gender, sexuality, violence, power, inequality, etc. If watching or reading
about these themes is an issue for you, you must speak with me privately during the first
week of class. Alternative assignments/readings are not available.

Required Texts:
• Fausto-Sterling, A. (2000). Sexing the body: Gender politics and the construction of
sexuality. New York: Basic Books.
• Helgeson, V. (2012). The psychology of gender (4th ed.). New York: Pearson.
• All other required readings will be made available on Blackboard (Online@UT)

Information Literacy/Technological Resources: Online@UT (Blackboard) is an

essential part of the course. Your grades will be posted online throughout the semester
and viewable on Blackboard so that can monitor your progress and performance. All
readings that do not appear in the required course texts will be made available on

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Blackboard. The official, up-to-date version of the syllabus appears on Blackboard and
is subject to change.

Finally, important course announcements will be routinely made over email. Students
are expected to check their email no less than once a day during their enrollment in
PSYC/WOST434.

Course Requirements, Assessment and Evaluation Methods:

Components of the Final Grade:

• Quizzes (10%)
o Attendance is not “required,” but short quizzes on the required reading will
be given at the start of nearly every class period.
• Fieldwork Reports (40%)
o Three fieldwork assignments (qualitative methods) will be due throughout
the semester. These will require out-of-class research and the application
of course content to empirical observations of gender in the social world.
The first assignment is worth 10%; the final two are each worth 15% of the
final grade.
• Midterm Exam (25%: 10% in-class, 15% take-home)
o In-class exam plus “take-home” written component (article critique and
“gender autobiography”)
• Final Exam (25%: 10% in-class, 15%take-home)
o In-class exam plus “take-home” written component (article critique and
updated “gender autobiography”)
• Extra Credit (up to 10 points on the final exam)
o Media analysis of film, television series, graphic novel/comic book, or
music video. Up to 10 extra points on the final exam.

Grading rubrics for written course assignments will be posted to Blackboard. Plusses
and minuses will be awarded according to the UTK default schema, in which 97-
100=A+, 94-96=A, 90-93=A-, 87-89=B+, 84-86=B, 80-83=B-, and so on.

Policy on Assignments and Extensions

• Absolutely no late assignments will be accepted at any point during the semester.
• Extensions are given for personal and family medical emergencies only and never for
extracurricular or work obligations.
• All assignments are due in hard copy format unless otherwise specified.

How to Be Successful in this Class:

A. Technology in the Classroom

Students are permitted to use laptops and tablet computers in the classroom to aid their
learning, i.e., to take notes and/or access course readings. Mobile phones and

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smartphones are never permitted to be used in the classroom, including to access
course readings. If you have a personal emergency, you should leave the room to use
your phone. All other incidents of cell phone use will result in you being asked to leave
this class. The teaching assistant’s primary in-class responsibility is to help us maintain
a productive learning environment. If Landon observes you using classroom technology
for things other than accessing readings or taking notes, you will receive an automatic
zero on that day’s quiz without notice. If the instructor observes you using
classroom technology for things other than accessing readings or taking notes,
he reserves the right to ask you to leave the class.

B. Preparing for Class

This course is reading-intensive. You should plan to devote no fewer than 3 hours
preparing for each class meeting. The readings are difficult and require careful attention
and note-taking. The writing assignments will be graded on content, including how
clearly and precisely you communicate the content of the course. Plan your time
accordingly and seek help in the form of writing assistance, tutoring, study groups, and,
most importantly, office hours with the instructor and TA.

C. “Generous Reading”
This course is designed to challenge your beliefs. Many or even most of the readings
will present scientific and theoretical perspectives you have not previously encountered.
Some might even threaten beliefs you did not know you had! In order to be successful in
this course, you will need to conduct “generous readings” of texts, even those texts with
which you do not personally agree. Your endorsement of particular beliefs or political
positions is not relevant to your success in the course. Your success and your grade
are, however, dependent upon your ability to learn and understand the knowledge
and arguments presented herein. You will have a difficult time being successful in
this course if you read and argue against course texts. In doing a generous reading of
each course text, you should remember our course learning environment guidelines
above and recognize that I would never assign a reading that I think is worthless or
baseless.

Course Feedback: You are encouraged to visit my office hours or email me with any
concerns you have about the course.

University Policies (see also: http://hilltopics.utk.edu):

A. Academic Integrity
An essential feature of the University of Tennessee at Knoxville is a commitment to
maintaining an atmosphere of intellectual integrity and academic honesty. “As a student
of the University, I pledge that I will neither knowingly give nor receive any inappropriate
assistance in academic work, thus affirming my own personal commitment to honor and
integrity.” The Honor Statement prohibits cheating, plagiarism, and any other type of
academic dishonesty. Plagiarism is using the intellectual property or product of

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someone else without giving proper credit. The undocumented use of someone else’s
words or ideas in any medium of communication (unless such information is recognized
as common knowledge) is a serious offense, subject to disciplinary action that may
include failure in a course and/or dismissal from the university. If you cheat, you
will be caught, and you will receive absolutely no sympathy from the instructor. Honesty
and integrity are the bedrock of a productive and safe learning environment. Students
who violate this contract will fail this course and be forwarded to the requisite university
officials, i.e., the Office of Student Judicial Affairs.

B. Discrimination
As a member of the University of Tennessee, you are entitled to a safe and productive
learning environment free of discrimination. The Office of Equity and Diversity (OED)
assists the university community in its goal to affirm diversity as an opportunity for
personal growth and development, assists employees wishing accommodation based
on disability, and works to ensure the equitable treatment of all persons without regard
to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation,
gender identity, age, physical or mental disability, or covered veteran status. In addition,
OED works with members of the university community who wish to file a complaint of
discrimination including complaints of sexual harassment. All complaints receive
thorough attention. For more information, see: web.utk.edu/~oed or visit the OED at
1840 Melrose Ave (Phone: 865.974.2498).

Students with Disabilities Policy: As stated in Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act (ADA) of 1990, it is prohibited to
discriminate against an individual with a documented disability. Students requesting
disability related accommodations are required to submit documentation to verify
eligibility as defined by Section 504, the ADA, and in accordance with the
documentation guidelines listed on the ODS website (http://ods.utk.edu). Printed copies
are also available at the ODS main office in 2227 Dunford Hall. Documentation must be
current, signed, dated, on letterhead, and include medical and/or psychological
information from the appropriate certified diagnostician. Students with documented
disabilities are strongly encouraged to register with ODS as soon as they have been
admitted to the university in order to ensure timely identification and provision of needed
accommodations. If you need any accommodation in this course, please contact
me no later than the last day of the first week of classes.

Department Mission Statement: The faculty, students, and staff of the University of
Tennessee’s Department of Psychology view diversity, multiculturalism, and social
justice as fundamental ethical, societal, and scientific values. To foster outstanding
research, scholarship, and psychological practice, and to be citizens able to work, excel,
and lead in an increasingly multicultural and global society, we must be inclusive and
diverse. We recognize and value diversity in its myriad forms, including ability status,
age, ethnicity, family structure, gender, gender identity, national origin, race, religion and
spirituality, sexual orientation, socioeconomic background, and veteran status.

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Important Dates in the Academic Calendar Spring 2015:

Last Day to Add Classes January 16

Martin Luther King, Jr. Day January 19
Spring Break (no classes) March 16-20
Last Day of Classes April 24
Final Exams April 28-May 5

THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR AMEND

THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED IN WRITING
AND/OR BY EMAIL OF ANY SUCH REVISIONS, ALTERATIONS AND/OR
AMENDMENTS

Course Outline
Note: All readings and assignments are due the day they are listed unless otherwise
specified.

Date Reading Assignments

Introduction: Feminism and Psychology

January 8 None (First Day of Class)
January 13 Helgeson, Chapter 1 Self-Assessment
January 15 McIntosh (1988), Lorber (1994)
January 20 Helgeson, Chapter 2
January 22 Fausto-Sterling, Chs. 1-2

Gender Differences vs. Gender Similarities

January 27 Helgeson, Chapter 4
January 29 Hyde (2005); Fine (2010), Intro-Ch 1
February 3 Helgeson, Chapter 5
February 5 Fine (2010), Chs 2-4, 8
February 10 Helgeson, Chapter 7

Doing Feminist Research

February 12 Pillow & Mayo (2012)
February 17 DeVault & Gross (2012)
February 19 Armstrong et al. (2014)

Rethinking the Body

February 24 Fausto-Sterling, Chs. 3-4 Fieldwork Report #1
February 26 Fausto-Sterling, Chs. 5-7; Feder &

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Date Reading Assignments
Karkazis (2008)
March 3 Ansara & Hegarty (2012), Bryant
(2006), APA (2013)
March 5 Tarvis (1993)
March 10 None. Midterm

Intersectionality
March 12 Sengupta (2006), Anzaldúa (1986)
March 17 & 19 No class – Spring Break
March 24 Crenshaw (2000), Williams (1990)
March 26 Shields (2008), Cole (2009), Bowleg
(2008)

Sexualities
March 31 Helgeson, Ch 9 Fieldwork Report #2
April 2 Fassinger & Arseneau (2007)
April 7 Berkowitz & Ryan (2011)
April 9 Mamo & Fishman (2001)

Enlightened Sexism
April 14 Douglas (2010)
April 16 Douglas (2010)
April 21 Gill (2009)
April 23 None Self Assessment, Fieldwork
Report #3
April 29, 10:15- None Final Exam
12:15 pm

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Complete references for additional course readings:

Ansara, Y. G., & Hegarty, P. (2012). Cisgenderism in psychology: Pathologizing and

misgendering children from 1999 to 2008. Psychology & Sexuality, 3, 137-160.

APA. (2013). Gender dysphoria. DSM5.org Accessed Jan 10, 2014.

http://www.dsm5.org/Documents/Gender%20Dysphoria%20Fact%20Sheet.pdf

Armstrong, E. A., Hamilton, L. T., Armstrong, E. M., & Seeley, J. L. (2014). “Good girls”:
Gender, social class, and slut discourse on campus. Social Psychology
Quarterly, 77, 100-122.

Arseneau, J. R., Grzanka, P. R., Miles, J. R., & Fassinger, R. E. (2013). Development
and initial validation of the sexual orientation beliefs scale (SOBS). Journal of
Counseling Psychology, 60(3), 407-420.

Berkowitz, D., & Ryan, M. (2011). Bathrooms, baseball, and bra shopping: Lesbian and
gay parents talk about engendering their children. Sociological Perspectives, 54,
329-350.

Bryant, K. E. (2006). Making Gender Identity Disorder in Childhood: Historical lessons

from contemporary debates. Sexuality Research & Social Policy: Journal of
NSRC, 3(3), 23-39.

Byne, W., et al. (2012). Report of the American Psychiatric Association Task Force on
Treatment of Gender Identity Disorder. Archives of Sexual Behavior, 41, 759-
796.

Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist,

64, 170-180.

Coyne, S. M., Linder, J. R., Rasumussen, E. E., Nelson, D. A., & Collier, K. M. (2014).
It’s a bird! It’s a plane! It’s a gender stereotype!: Longitudinal associations
between superhero viewing and gender stereotyped play. Sex Roles, 70, 416-
430.

Crenshaw, K. W. (2000). Background paper for the expert meeting on the gender-
related aspects of race discrimination. United Nations.

DeVault, M. L., & Gross, G. (2012). Feminist qualitative interviewing: Experiences, talk,
and knowledge. In S. N. Hesse-Biber (Ed.), The Handbook of Feminist Research:
Theory and Praxis (pp. 187-205). Thousand Oaks, CA: Sage.

Revised as of 1.7.2015. Page 9 of 11

Douglas, S. J. (2010). Enlightened sexism: The seductive message that feminism’s
work is done. New York: Times Books.

Fassinger, R. E., & Arseneau, J. R. (2007). “I’d rather get wet than be under that
umbrella”: Differentiating the experiences and identities of lesbian, gay, bisexual,
and transgender people. In K. J. Bieschke, R. M. Perez, & K. A. DeBord (Eds.),
Handbook of counseling and psychotherapy with lesbian, gay, bisexual, and
transgender clients (2nd ed., pp. 19–49). Washington, DC: American
Psychological Association.

Feder, E. K., & Karkazis, K. (2008). What’s in a name?: The controversy over
“Disorders of Sex Development.” Hastings Center Report, 38(5), 33-36.

Fine, C. (2010). Delusions of gender: How our minds, society and neurosexism create
difference. New York: W. W. Norton & Company.

Fishman, J. R., & L. Mamo. (2002). What’s in a disorder: A cultural analysis of the
medical and pharmaceutical constructions of male and female sexual
dysfunction. Women and Therapy, 24(2), 179-193.

Gerding, A., & Signorielli, N. (2014). Gender roles in tween television programming: A
content analysis of two genres. Sex Roles, 70, 43-56.

Gill, R. (2009). Beyond the “Sexualiziation of Culture” thesis: An intersectional analysis

of ‘sixpacks,’ ‘midriffs’ and ‘hot lesbians’ in advertising. Sexualities, 12, 137-160.

Hetsroni, A., & Lowenstein, H. (2014). Is she an expert or just a woman? Gender
differences in the presentation of experts in TV talk shows. Sex Roles, 70, 376-
386.

Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581-
592.

Lorber, J. (1994). ‘Night to his day’: The social construction of gender. In Paradoxes of
gender (pp. 13-36). New Haven, CT: Yale University Press.

Mamo, L. and Fishman, J. R. (2001). Potency in all the right places: Viagra as a
technology of the gendered body. Body & Society, 7(4), 13-35.

McIntosh, P. (1988/2001). White privilege and male privilege: A personal account of

coming to see correspondences through work in Women’s Studies. In M. L.
Andersen & P. H. Collins (Eds.), Race, class, and gender: An anthology (pp. 95-
105). Belmont, CA: Wadsworth.

Revised as of 1.7.2015. Page 10 of 11

Pillow, W. S., & Mayo, C. (2012). Feminist ethnography: Histories, challenges, and
possibilities. In S. N. Hesse-Biber (Ed.), The Handbook of Feminist Research:
Theory and Praxis (pp. 187-205). Thousand Oaks, CA: Sage.

Sengupta, S. (2006). I/me/mine: Intersectional identities as negotiated minefields. Signs:

The Journal of Women in Culture and Society, 31, 629-639.

Shields, S. A. (2008). Gender: An intersectionality perspective. Sex Roles, 59, 301-311.

Tarvis, C. (1993). The mismeasure of women. New York, NY: Touchstone.

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