Syllabus
(1-21-08) |
| Dr. Hal S. Bertilson hbertils@uwsuper.edu Office: 715/394-8021 FAX: 715/394-8107 |
Old Main, Room 339 University of Wisconsin-Superior Belknap & Catlin, PO Box 2000 Superior, Wisconsin 54880-4500 |
| Homepage: The syllabus and all assignments
may be found at http://frontpage.uwsuper.edu/psychology |
|
| Professor Bertilson
emphasizes the opportunity to relate psychological
concepts to personal experience. Theory and application
are more meaningful and useful that way and remembered
better. Brief writing and discussion assignments assist
in meeting this goal.
Dr. Bertilson has received a teaching award at Weber State University, professional service awards at Weber State University and University of Wisconsin-Superior, and has served on the University of Wisconsin Teaching Improvement Council. He is the 2007-2008 University of Wisconsin Teaching Scholar for the University of Wisconsin-Superior. Dr. Bertilson's scholarship and research have been recognized by Saint Joseph's University, the University of Nebraska Graduate School, and the International Society for Research on Aggression. Dr. Bertilson has held faculty appointments at Eastern Montana College, Concordia College (Moorhead), Weber State University, St. Joseph's University, and the University of Wisconsin-Superior. He served as a college dean at the University of Nebraska-Kearney and Vice-Chancellor/Provost at UW-Superior. |
|
Tentative Office Hours. The following are Dr. Bertilson's tentative office hours. Exceptions for faculty committee meetings, symposia, workshops, and research are inevitable. Dr. B. will make a special effort to be available at the office hours listed below. Dr. B's full schedule of classes, meetings, and office hours for the next five days may be found on the web at http://frontpage.uwsuper.edu/psychology/_oh/_spring08of.htm To be certain that he will be in his office, you are advised to sign up on his office door for an appointment or make an appointment via email. Of course you are always welcome to stop by and visit. |
|||
| Mondays | 10:00 AM - 11:30 AM and 2:00 PM - 3:30 PM | Other times by appointment or stop by | |
| Tuesdays | 2:30 PM - 3:30 PM | Other times by appointment or stop by | |
| Wednesdays | 10:00 AM - 11:30 AM and 2:00 PM - 3:00 PM | Other times by appointment or stop by | |
| Thursdays | Times by appointment or stop by | ||
| Fridays | Times by appointment or stop by | ||
| Course Description. The University catalog describes the course in the following way: "Discussion and study of development of women's roles and personality across the lifespan. Topics include the social construction of sex and gender differences, images of women, status and power, childhood and adolescence, womanhood, love and romance, commitments and relationships, mothering, work and achievement, midlife and beyond, and violence against women. Meets a requirement for Women's Studies minor and the general education diversity credit. Cross listed as WST 358." | |
| Philosophy of teaching and content. This course is part of both the Psychology Program and the Women's Studies Program. It may be taken for credit as either Psychology 258 or Women's Studies 258. It may fulfill an elective for the Psychology Major/Minor or part of the requirements for the Women's Studies Minor. As with all Women's Studies courses it examines the social construction of gender roles and of power differences, and examines women's movement toward equality. It examines issues and perspectives of diverse groups of women, such as women of color; working-class and poor women; women from nonwestern cultures; and lesbian, bisexual, and transgendered women. The examination will include the intersections of gender, class and ethnicity. It encourages the integration of multiple disciplines and the breaking down of arbitrary barriers between fields of study. It examines relevant and recent feminist scholarship, theories, and controversies. Women's studies courses explore and use student-centered teaching methods that create an environment in which all members are learners; alternate forms of expertise are acknowledged; individuals are treated with respect; students are encouraged to participate in decision making and take responsibility for contributing to the class; women's experiences are valued; students' experiences outside the classroom are valued; and faculty take non-authoritarian postures. See HTTP://frontpage.uwsuper.edu/wspage/ and HTTP://frontpage.uwsuper.edu/wspage/criteria.htm | |
| Pedagogy. This is not just a course
about women. It is also course for men and women on how the women's way
of knowing can enrich the lives of all of us. Women's way of knowing is
the influential book Women's Way of Knowing: The Development of Self,
Voice, and Mind by Mary Field Belenky, Blythe McVicker Clinchy, Nancy
Rule Goldberger, and Jill Mattuck Tarule (1986). These authors conclude “that educators can help women develop their own authentic voices if
they emphasize connection over separation, understanding and acceptance
over assessment, and collaboration over debate; if they accord respect to
and allow time for the knowledge that emerges from firsthand experience;
if instead of imposing their own expectations and arbitrary requirements,
they encourage students to evolve their own patterns of work based on the
problems they are pursuing. These are the lessons we have learned from listening
to women's voices” (p. 229). See Women's Way of
Knowing levels one - four and Women's Way of
Knowing level five.
Consistent with this view, writing/discussion assignments will be emphasized. Class discussion will include opportunities for “connected knowing” as well as the more traditional critical analysis method of knowing. In connected knowing one tries to understand what another is saying by adopting that person's point of view. The connected knower less often asks whether it is right; more often she asks what it means. The connected knower looks for the story behind the idea. She asks “What in your experience led you to that position?” Accordingly in this class, voices of the male and female students will be heard and respected and their wisdom and experience will inform the course. |
|
| Master Course Objectives: By the end of this course the student should: | |
| 1. | Be able to engage in informed reading, writing, and discussion of key concepts of psychology of women. The inducements for meeting this objective are writing/discussion assignments and the term project. |
| 2. | Be literate in the psychology of women. Know the key concepts and applications of knowledge. This objective will be measured by tests. |
| Instructional Materials: | |
| Chrisler, J. C., Golden, C., & Rozee, P. D. (2008). Lectures on the psychology of women (4th ed.). New York: McGraw-Hill. (Paper; Required). [One copy is available on two-hour reserve at the library.] | |
| Crawford, M., & Unger, R. (2001). In our own words: Writings from Women's Lives. (2nd ed.). New York: McGraw-Hill. ( Paper; Required). [One copy is available on two-hour reserve at the library.] | |
| hooks, b. (2000). Feminism is for everybody: Passionate politics. Cambridge, MA: South End Press. (Paper; Required). [One copy is available on two-hour reserve at the library.] | |
| Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine Books. (Paper; Required) | |
| Additional Resources: Several additional resources may be of interest to students. The American Psychological Association web page (http://www.apa.org/students/) has links to sections on mapping out your college career, graduate school, code of ethics, code of fair testing, free on-line products, and career options in psychology. Psychology: Careers for the twenty-first century (1988) by the American Psychological Association may be ordered through the UW-Superior Bookstore. | |
| Attendance, Class Accommodations, Safe Learning Environments, and Support Services. For information on incomplete grades, important dates, helpful phone numbers, statement of academic honesty, and other policies that may affect you see UW-Superior Policies | |
Course Requirements and Grading |
||
| Components of the Grade. Your final grade will be based on your performance in three grading categories. The following table shows how much each category counts toward your grade. Following that is a description of each category: | ||
|
Percent of |
|
| Unit exams (4) and final exam | 50% | |
| Daily writing and discussion assignments | 25% | |
| Attendance | 10% | |
| Term project | 15% | |
| Total | 100% | |
| Exams. Each unit exam will cover material from one section only. Exams will contain explain, define, and short-answer essay questions from the textbook and lectures. Questions for the Final Exam may be found at Final Exam. | |||
| Grading | A | 92-100 | |
| A- | 90-92 | ||
| B+ | 88-90 | ||
| B | 83-88 | ||
| B- | 81-83 | ||
| C+ | 79-81 | ||
| C | 74-79 | ||
| C- | 72-74 | ||
| D+ | 70-72 | ||
| D | 65-70 | ||
| D- | 63-65 | ||
| F | >63 | ||
| Daily Writing and Discussion Assignments. Read the assignment. Write a short, informal writing assignment to prepare you for the discussion. Participate in small group discussion where you will deepen your understanding of the assignment. Further information will be provided in a separate document http://frontpage.uwsuper.edu/psychology/358wd.htm and explained in class. | |||
| Term Project. The volunteer experience, social justice work, or application paper is designed to be an opportunity for students to experience the concepts and theories in more depth and to relate them to their lives. Concepts and theories that are experienced first hand and/or have application to student's lives are more useful and remembered longer. Further information will be provided in a separate document (this link is in preparation) and explained in class. | |||
| Course Readings and Test Schedule | ||
| The following is a tentative reading and test schedule. Changes may be made to accommodate various opportunities and needs. Actual assignments will be specified in the writing and discussion assignments. | ||
| Class time each day will include small and large group discussions, videos, guest speakers, mini readers' theatre, mini-lectures, and other learning experiences. | ||
| Tuesday, January 22 | ||
| ------ | Introduction to the course | |
| Thursday, January 24 | ||
| Chrisler. Preface.(ix-x) Chrisler. Introduction.(xi-xvii) Chrisler 1. Sandra Lipsiz Bem, Transforming the debate on sexual inequality: From biological difference to institutionalized androcentrism. (2-15) Crawford & Unger. About the Editors. (vi) Crawford & Unger. Preface. (ix-xii) Crawford & Unger. Part 1 Making our voices heard. (1-3) Crawford & Unger. Laurel Furumoto, Mary Whiton Calkins (1863-1930) fourteenth president of the American Psychological Association. (5-16) |
||
| Tuesday, January 29 | ||
| Chrisler 2. Ruth S. Ostenson, Who's in and who's out: The
results of oppression. (16-26) Pipher. Preface (11-13) Pipher 1. Saplings in the storm. (17-28) Crawford & Unger. Mary Crawford, Emmy Noether: She did Einstein's math. (17-21) |
||
| Thursday, January 31 | ||
| Chrisler 3. Deborah Belle, Poor Women in a Wealthy Nation.
(28-43) Crawford & Unger. Rosario Ceballo, A word and a kindness: The journey of a Black social worker. (22-34) Crawford & Unger. Mary Crawford, Claiming the right to know: A personal history. (35-39) Pipher 2. Theoretical issues--For your own good. (29-44) |
||
| Tuesday, February 5 | ||
| Chrisler 4. Susan Basow, Gender dynamics in the classroom.(44-55) Crawford & Unger. Rhoda Unger, Making a feminist: A personal history. (40-44) Crawford & Unger. Noemi Alindogan-Medina, Women's Studies: A struggle for a better life. (45-57) |
||
| Thursday, February 7 | ||
| Chrisler 5. Ruth L. Hall, Sweating it out: The good news and
the bad news about women and sport. (56-74) Crawford & Unger. Dorothy Allison, A question of class. (58-72) Crawford & Unger. Phoebe Eng, She learns to shout (73-79). Crawford & Unger. Part 2. The making of a woman. (81-82) Crawford & Unger. Judith Ortiz Cofer, The story of my body. (83-90) Pipher 3. Developmental issues--"I'm not waving, I'm drowning" (45-73) |
||
| Tuesday, February 12 | ||
| Test 1 | ||
| Thursday, February 14 | ||
| Chrisler 6. Christine A. Smith, Women, weight, and body image (76-93) Crawford & Unger. Nellie Wong, When I was growing up. (91-92) hooks Introduction. (vii-x) hooks 1. Feminist politics: Where we stand. (1-6) Pipher 4. Families--The root systems (74-100) |
||
| Tuesday, February 19 | ||
| Chrisler 7. Carla Golden, The intersexed and the transgendered:
Rethinking sex/gender. (94-109) Pipher 5. Mothers. (101-114) Crawford & Unger. Ann Rex, My left hand. (93-97) Crawford & Unger. Eugenia Kaw, "Opening" faces: The politics of cosmetic surgery and Asian American women (98-116) hooks 2. Consciousness-raising: A constant change of heart. (7-12) |
||
| Thursday, February 21 | ||
| Chrisler 8. Joan C. Chrisler, PMS as a culture bound syndrome.
(110-127) Crawford & Unger. Christy Haubegger, I'm not fat, I'm Latina. (117-118) Crawford & Unger. Nancy Datan, Illness and imagery: Feminist cognition, socialization, and gender identity. (119-130) Crawford & Unger. Ynestra King, The other body: Reflections on difference, disability, and identity politics. (131-135) Pipher 6. Fathers. (115-130) hooks 3. Sisterhood is still powerful. (13-18) |
||
| Tuesday, February 26 | ||
| Chrisler 9. Nancy Felipe Russo, Understanding emotional responses
after abortion.(128-143) Pipher 7. Divorce. (131-145) Crawford & Unger. Ursula K. Le Guin, The space crone. (136-139) hooks 4. Feminist education for critical consciousness. (19-24) |
||
| Thursday, February 28 | ||
| Chrisler 10. Rhoda Olkin, Women with disabilities. (144-157). Crawford & Unger. Jayne Air, A vindication of the rights of cunt (140-143) Crawford & Unger. Celina Hex, Celina's commitment. (144-146) Crawford & Unger. Part 3. Making meaning. (147-148) Crawford & Unger. Anonymous, The "rape" of Mr. Smith. (149-150) Crawford & Unger. Gloria Steinem, If men could menstruate. (151-152) Pipher 8. Within the hurricane--Depression. (146-165) hooks 5. Our bodies, ourselves: Reproductive rights. (25-30) |
||
| Tuesday, March 4 | ||
| Chrisler 11. Connie S. Chan, Asian American women and adolescent
girls: Sexuality and sexual expression. (158-169) Pipher 9. Worshiping the gods of thinness. (166-185) Crawford & Unger. Phyllis Teitelbaum, Feminist theory and standardized testing. (153-162) hooks 6. Beauty within and without. (31-36) |
||
| Thursday, March 6 | ||
| Test 2 | ||
| Tuesday, March 11 | ||
| Chrisler 12. Linda D. Garnets, Life as a lesbian:
What does gender have to do with it? (170-186) Crawford & Unger. Greta Christina, Are we having sex yet? (163-166) Crawford & Unger. Michelle Fine, Coping with rape: Critical perspectives on consciousness. (167-179) Pipher 10. Drugs and alcohol--If Ophelia were alive today. (186-202) hooks 7. Feminist class struggle. (37-43) |
||
| Thursday, March 13 | ||
| Chrisler 13. Kayla Miriyam Weiner, Appreciating cultural difference:
On being an American Jewish woman. (188-201) Crawford & Unger. Mitsuye Yamada, Invisibility is an unnatural disaster: Reflections of an Asian American woman. (180-184) Crawford & Unger. Sherry Gorelick, The gender trap. (185-189) Pipher 11. Sex and violence. (203-231) hooks 8. Global feminism. (44-47) |
||
| Tuesday, March 25 | ||
| Chrisler 14. Donna Castaneda, Gender issues among Latinas.
(202-218) Crawford & Unger. Minnie Bruce Pratt, One good mother to another. (190-193) hooks 9. Women at work. (48-54) |
||
| Thursday, March 27 | ||
| Chrisler 15. Angela R. Gillem, Triple jeopardy in the lives
of biracial black/white women (220-235). Crawford & Unger. Kate, Bornstein, The hard part. (194-209) Crawford & Unger. Mocha Jean Herrup, Virtual identity. (210-216) Pipher 12. Then and now. (232-248). hooks 10. Race and gender. (55-60) |
||
| Tuesday, April 1 | ||
| Chrisler 16. Carolyn M. West, Mammy, jezebel,
and sapphire: Developing an "oppositional gaze" toward the
images of Black women. (236-252). Crawford & Unger. Part 4. Making a living: Women, work, and achievement. (217-218) (Crawford & Unger. Marie M. B. Racine, Life in a factory. (219-222) hooks 11. Ending violence. (61-66) |
||
| Thursday, April 3 | ||
| Chrisler 17. Suzanna M. Rose, Crossing the color line in women's
friendships. (254-274) Crawford & Unger. Marcelle Williams, Ladies on the line: Punjabi cannery workers in Central California. (223-230) Crawford & Unger. Shellee Colen, "With respect and feelings:" Voices of West Indian child care and domestic workers in New York City (231-250). Pipher 13. What I've learned from listening. (248-259) hooks 12. Feminist masculinity. (67-71) |
||
| Tuesday, April 8 | ||
| Test 3 | ||
| Thursday, April 10 | ||
| Chrisler. 18. Patricia D. Rozee, Women's fear of rape: Cause, consequences,
and coping. (276-291) Crawford & Unger. Mary Crawford, Two careers, three kids, and her 2,000 mile commute. (251-254) Crawford & Unger. Jo Ellen Brainin-Rodriguez, A daughter's story. (255-259) hooks 13. Feminist parenting. (72-77) |
||
| Tuesday, April 15 | ||
| Chrisler 19. Britain A. Scott, Women and pornography: What
we don't know can hurt us. (292-309) Crawford & Unger. Janice D. Yoder, An academic woman as a token: A case study. (260-270) hooks 14. Liberating marriage and partnership. (78-84) |
||
| Thursday, April 17 | ||
| Chrisler 20. Geraldine B. Stahly, Battered women: Why don't
they just leave. (310-330) Crawford & Unger. Part 5. Making a difference. (271-272) Crawford & Unger. Ellen Neuborne, Imagine my surprise. (273-277) Pipher 14. Let a thousand flowers bloom. (260-281) hooks 15. A feminist sexual politic: An ethics of mutual freedom. (85-92) Draft term project is due if you would like comments from Dr. B. (optional) |
||
| Tuesday, April 22 | ||
| Chrisler 21. Michelle A. Paludi, Sexual harassment of college
students: Cultural similarities and differences.(332-355) Crawford & Unger. Shevy Healey, Confronting ageism: A MUST for mental health. (278-287) Crawford & Unger. Virginia Braun in conversation with Eve Ensler, Public talk about "private parts." (288-293) Pipher 15. A fence at the top of the hill. (282-293). hooks 16. Total bliss: Lesbianism and feminism. (93-99) |
||
| Thursday, April 24 | ||
| Chrisler 22. Carolyn Zerbe Enns, The politics and psychology
of false memory syndrome.(356-373) Crawford & Unger. Tali Edut, with Dyann Logwood and Ophira Edut, HUES magazine: The making of a movement. (294-305) hooks 17. To love again: The heart of feminism. (100-104) |
||
| Tuesday, April 29 | ||
| Chrisler 23. Maureen C. McHugh, A feminist approach to agoraphobia:
Challenging traditional views of women at home. (374-397) Crawford & Unger. Vicki Crompton, A parent's story. (306-310) hooks 18. Feminist spirituality. (105-109) |
||
| Thursday, May 1 | ||
| No class. Use the day to study for Test 4, prepare for the final exam, and complete your term project. | ||
| Tuesday, May 6 | ||
| Crawford & Unger. Marigold Best and Pamela
Hussey, Rufina Amaya: Survivor of El Mozote. (311-314) Crawford & Unger. Margaret Hooks in conversation with "Manuela," Widows fight for dignity and unity. (315-319) Crawford & Unger. Afterword. (320-321) hooks 19.Visionary feminism.(110-118) Term project is due today. Penalty if late. |
||
| Thursday, May 8 | ||
| Test 4 | ||
| Thursday, May 15 | ||
| 10:30 AM Final Exam | ||
| Friday, May 16 | ||
| All late assignments are due | ||