PSY 200 A: PSYCHOLOGY OF WOMEN, SPRING 1993 NAOMI B. MCCORMICK Instructor: Naomi B. McCormick, Ph.D., Professor Department of Psychology, SUNY Plattsburgh Beaumont 210 Office Tel. 3382; Messages (Psy. Dept.) 3076 Electronic Mail Address: mccormnb@splava.cc.plattsburgh.edu (internet) mccormnb@snyplava (bitnet) Office Hours: Monday and Wednesday: 9-9:50 am Tuesday and Thursday: 11-11:50 am Required Textbooks Hyde, Janet Shibley. 1991. Half the Human Experience: The Psychology of Women, 4th ed. Lexington, MA: D. C. Heath. Tavris, Carol. 1992. The Mismeasure of Women. NY: Simon and Schuster. Bender, David L. et al. (Eds.) 1992. Sexual Harassment: Current Controversies. San Diego, CA: Greenhaven. *Some supplemental articles will be provided by the instructor. This course will introduce students to a fast growing area of psychology that since its inception in the 1970s began a process of explaining and correcting sexist views of women, empirically and theoretically. The course will also include the study of sexual politics: the contributions of the feminist movement to women's well being, the backlash against sex role equality, and ways that women and research on women have been represented (and misrepresented) in the mass media. This semester, special attention will be given to the problem of sexual harassment. Class size has been minimized to maximize student involvement. There will be no lectures in this course. Instead, students are expected to come prepared for class and will participate in group discussion and experiential learning exercises, facilitated by the professor. Class Attendance Requirement: The instructor realizes that some students are obliged to miss class occasionally as a result of religious observance, health problems, and personal emergencies. This has been factored into grading policies. However, prompt and regular class attendance are required. Psy 200 is not a correspondence course! If you are late, it is your responsibility to alert the instructor to your presence at the end of class that day. Otherwise, it is likely that your lateness will be considered an absence. Attendance will be taken during the initial five minutes of class. To receive A- or A as a final grade, students are allowed to miss a maximum of three classes, regardless of their class grade point average. To receive B- to B+ as a final grade, students are allowed to miss a maximum of four classes, regardless of their class grade point average in the class. To pass this class (or receive the minimum of a D grade), students may miss no more than five classes. Students who miss six or more classes (two full weeks of the semester) will receive an automatic E in this class. Please let the instructor know as soon as possible if chronic health problems or a personal emergency threaten to interfere with your regular attendance and required work for this class. Class Preparation/ Reading Logs Thirty percent of your final grade is based on completed, class preparation/reading logs. Students' reading logs will be used to focus class discussion. Your log should be word processed, typed, or neatly printed. Each reading log should be no longer than one single- spaced page in length. Your name (last, first), Psy 200A, today's date, and the required reading assignment belong on the first one or two lines of the reading log. This information should be followed by clearly explained responses to the following questions: (1) What question would you like to ask? Indicate something from the reading assignment that was confusing or unclear. Cite page number(s). Alternatively, is there something you would like to know more about because the author stimulated your interest? (2) Positive comments. Discuss a passage that you really liked from the readings. It could be something you strongly agree with or something that contributed to a positive emotional reaction. Speaking from your own experience, intellectually and personally, why did you like this passage so much? (3) Negative comments. Discuss a passage that you really disliked from the readings. It could be something you strongly disagree with or something that contributed to a negative emotional reaction. Speaking from your own experience, intellectually and personally, why did you dislike this passage so much? (4) Social action ideas. Did the text give you any ideas about social action or some way of changing society to make it better. If so, what do you think we should do? Grading is simple; to receive credit for handing in a completed log, comply with the instructor's guidelines for this reading log and make sure you hand it in at the end of class. Students will not get credit for incomplete logs, logs done while they were absent, or late work. You needn't write in complete sentences; a good and clear outline is sufficient. Here is an example to guide you when preparing this daily assignment. Zambozi, William Psy 200A 1/9/93 Robbella, Ch. 22, pp. 724-53 1. Question: How does the author know that women are more likely to suffer from depression than men? 2. Positive Comments: Liked the humorous remark about women expecting the men to read their minds (see p. 743). Reminds me of when my partner got angry because I didn't buy her a gold necklace for her birthday. She never asked for one; thought I should know anyway. 3. Negative Comments: Seemed to be a lot of "male bashing" here. I can't understand why men are blamed for all of women's depression. Where is the evidence that 85% of women have been physically or sexually abused? This is inconsistent with readings in other texts for Psy 200 and what I learned in Abnormal Psy and Deviant Behavior classes. Why doesn't the author deal with men as victims? I understand that many little boys are physically abused by mothers, and what about male sexual abuse and rape victims? 4. Social Action: Too much mass media attention and public school educational efforts focus on females as victims and men as perpetuators. This is oversimplified and ignores male victims who suffer doubly because their masculinity is questioned if they admit what happened. Get more feminist men involved. You will need the following numbers of logs to get the passing grades specified below: 34 logs = 100, A+ 30 logs = 85, B 27 logs = 70, C- 32-33 logs = 95, A 29 logs = 80, B- 26 logs = 65, D 31 logs = 90, A- 28 logs = 75, C 25 logs = 60, D- Exams Twenty-five percent of the final grade are based on whichever score is highest: the average on three exams or the score on a student's final exam. All exams are multiple-choice and cover material from reading assignments. Students who miss one or more unit exams have the opportunity to take the final exam; this will be the only way of "making up" an exam. The instructor will not go over answers to exams during class time. However, students are welcome to attend office hours and get assistance with their exam-taking skills. Papers Students are required to complete three papers for this course. Two of the papers will be based on the daily reading assignments, given for 1/22 through 4/5. Your average on the two daily reading assignment papers is worth 25% of your final grade. Here is what you are expected to do. All students must write a paper based on an interview with a woman who may be from a different group than they are. That is, everybody must complete one of the following three papers, all indicated in bold-face type, when reading assignments are given: Paper #9, #14, or #20. The second paper can be on any of the optional assignments listed below, whichever topic appeals the most to you. Both short papers, based largely on reading assignments, must be typed or word processed, double spaced, and between 3 and 5 pages long, excluding the cover page. Each paper is due in class on the date of the reading assignment. Students will be encouraged to share insights from their papers on reading assignments during class time. The final 20% of a student's final grade is based on the Sexual Harassment Project (see below for detailed instructions). This final paper is due in class on April 30 and students' preliminary work will be shared during the April 28 class discussion. Lateness policy: Students papers are due at the beginning of class. It is expected that students will attend class on time on those dates. Papers arriving after class time on the due date will forfeit 7 grade points, regardless of excuse (e.g. an 87 or B+ paper would be lowered to 80 or B-). On subsequent days, papers will forfeit 15 additional grade points (more than a full letter grade) for each day they are late, regardless of excuse. Quality: Grading will be based on the quality of writing and mastery of the material. To receive a passing grade, papers must be tightly edited and show a college-level command of English and spelling. Extra Credit The instructor will be happy to add up to 5 points to students' final grades in this class if they keep a journal documenting their attendance and insights into five women's studies forums or similar programs or alternatively, prepare a "feminist" book or film review in the style of The Women's Review of Books, Psychology of Women Quarterly, or the New York Times (copies of which are available in Feinberg Library). Whichever extra credit option you select, your work must be well written, neatly word processed or typed, and no longer than five double-spaced pages. Remember, May 5 is the last day you are allowed to turn in an extra credit assignment; earlier work is welcome. Academic Honesty Students are expected to maintain high ethical standards throughout the course. Any evidence of cheating on exams, and papers, helping other students cheat, completing another student's work for them, or plagiarizing (copying the work of others) leads to an automatic failure (E) in this course. All students are asked to leave books and papers under their seats while taking exams. Reading Assignments, Papers, and Exams 1/22 Hyde, ch 1, pp. 1-21. Paper #1 (Optional)--Collect or examine recent issues of women's magazines like Good Housekeeping, Glamor, and Cosmopolitan and men's magazines like Sports Illustrated, Popular Science, and Playboy. The Plattsburgh Public Library on Oak Street keeps copies of some popular magazines if you would rather not purchase these. Look at the advertisements, illustrations, and stories. How, if at all, do images of women vary among the magazines? Why? Bring your magazines to class, if you can, to illustrate concepts during class discussion. Related today's reading assignment to your conclusions. 1/25 Hyde, ch 2, pp. 24-46. Paper #2 (Optional)--Lisa is 9 years old. She is determined to be the best Little League pitcher in town. She hates playing with dolls and would rather wear pants, sneakers, and a baseball cap than a dress. Everyday, she practices pitching for two to three hours after school. Explain Lisa's behavior using each of these theoretical frameworks: (1) orthodox psychoanalytical theory (Freud's views); (2) a prominent woman psychoanalyst's variation of Freudian theory (either Karen Horney's or Nancy Chodorow's views); (3) sociobiology; (4) social learning theory. 1/27 Hyde, ch 2, pp. 47-70. Paper #3 (Optional)--Five year old Rita loves to play "grown- up." She has just put on her mother's high heeled shoes, a long dress, and her mother's necklace. She has been primping in front of a full-length mirror for fifteen minutes, including putting on lipstick, a bit shakily. Apply the cognitive-developmental model, gender schema theory, and feminist theories to your analysis of Rita's behavior. 1/29 Tavris, ch 1, pp. 27-56. Paper #4 (Optional)--Cassie's high school guidance counselor discourages her from considering undergraduate study in mathematics, engineering, physics, or computer science, arguing that "women don't have the appropriate kind of brains for this kind of work." Argue with the guidance counselor; why is s/he wrong? 2/1 Tavris, ch 2, pp. 57-92. Paper #5 (Optional)--A separatist argues that women are "naturally superior" to men in empathy, nurturance, commitment to improving the environment and securing world peace, and morality. For these reasons, she concludes, women should either form their own independent societies or assume their rightful position as the exclusive leaders of existing nations. What's wrong with the separatist's ideas? 2/3 Hyde, ch 3, pp. 71-81. Paper #6 (Optional)--You are at a party. The conversation turns to the high crime rate, and you note that the overwhelming majority of all violent crimes, including murder, are committed by men. Person A disagrees, accusing you of exaggerating men's violence. According to Person A who refers to recent films like Fatal Attraction and highly publicized crimes like the Amy Fisher story, there are many violent women today, and the belief that men are more physically aggressive than women is just an outdated stereotype. How can you best (scientifically) respond to Person A? 2/5 Hyde, ch 4, pp 89-106. Paper #7 (Optional)--Make a point of observing others engaging in each of the following two types of social interactions in a public setting: (1) men and women or a man and woman interacting together; (2) two or more women interacting in an exclusively female group. Contrast what you see and hear with the research on communication cited in today's reading assignment. Do you agree that there are gender differences in language use and nonverbal communication? Why or why not? 2/8 Hyde, ch 5, pp 107-22. Paper #8 (Optional)--Use information from Table 5-2 (p. 113) to classify yourself as masculine, feminine, or androgynous. Are you satisfied with your present gender-typed identity? Why are you satisfied, or how and why do you want to change? 2/10 Hyde, ch 6, pp. 123-46. Paper #9 (Required Option A; All students in this class must do either this paper or alternatively, Paper #14 or #20)--Ask a woman who is at least 15 years older than you if you can interview her for class. Before completing your interview, make sure that you have her permission to share information she provides with your instructor and fellow students, safeguarding her privacy by keeping her identity anonymous. Referring to information from today's reading assignment, ask this older woman to describe critical experiences in childhood, adolescence, early adulthood, and depending on her age--midlife and her elderly years. Apply concepts from the chapter, as appropriate, to help you understand this woman's life experiences. 2/12 Hyde, ch 7, pp. 147-71. Paper #10 (Optional)--Do you believe that some people are motivated to avoid success? Bring in observations of people you have known and information from today's readings to support your ideas. Make sure your discussion considers the following: (1) How psychologists measure the motive to avoid success; (2) The presence or absence of gender differences in the motive to avoid success; (3) Reasons for criticizing the research and theory associated with the study of the motive to avoid success. 2/15 Exam #1. 2/17 Tavris, ch 3, pp. 93-116. Paper #11 (Optional)--Closely study a recent article on alcohol and drug use or alternatively heart disease, cholesterol, rheumatoid arthritis, hypoglycemia, or hypertension and responses to stress from a 1992 or 1993 nursing or medical journal. What are the major points made by the authors? To what extent does this article prove or disprove the criticisms Tavris has made of the nonconscious sexism of conventional medical research? How? Make sure you provide a full reference citation for your article; indicate the author(s) full name(s), the date, the title of the article, the journal, the volume and number, and inclusive page numbers. An example follows: Smedley, Mildred, Jacobson, Henry, and Tulley, Harold. (1993). Effects of alcohol abuse on coronary patients. Journal of Fictitious Medical Research, 47(3), 47-62. 2/19 Tavris, ch 3, pp. 116-30. Paper #12 (Optional)--Call the personnel office or management of either a local employer or one in your home community. Indicate that you are a student doing a brief survey on corporate policies affecting pregnant employees and new parents. If the person you contact agrees to talk to you and be cited in your paper, ask the following questions: (1) Does your company have any policy on pregnancy leave? If so, please describe your policy. (2) How long can a new mother take a maternity leave to be with her baby without placing her job in jeopardy? Is this maternity leave paid or unpaid? (3) What insurance benefits does your company have to assist employees or their dependents with prenatal care and/or the medical costs of delivering a baby? (4) Does the company offer paternity leave? If so, please describe this option. Use concepts from today's readings to analyze your findings from this interview. Do you agree or disagree with Betty Friedan's statement:"...there has to be a concept of equality that takes into account that women are the ones who have the babies. We shouldn't be stuck with always using a male model, trying to twist pregnancy into something that's like a hernia (p. 116)." 2/22 Hyde, ch 8, pp. 173-91. Paper #13 (Optional)--Describe your work and career aspirations. Are you planning on entering a male- or female-dominated profession? What are the implications? Do you anticipate working full or part time after completing your education? Do you also plan on raising a family? If so, how will responsibilities for childcare influence your anticipated work history and that of a spouse or partner? What have you learned from today's readings to help prepare you for the work force? 2/24 Hyde, ch 9, pp. 193-213. Paper #14 (Required Option B; All students in this class must do either this paper or alternatively, Paper #9 or #20)--Ask a woman from another cultural and historical heritage if you can interview her for class. For example, an Anglo, Caucasian student might interview an Asian-American, Native American (American Indian or Inuit), Latina (Hispanic), or African-American woman. Alternatively, a Christian student might interview a woman who practices Judaism, Islam, Hinduism, or Buddhism. Before completing your interview, make sure that you have the woman's permission to share information she provides with your instructor and fellow students, safeguarding her privacy by keeping her identity anonymous. Referring to information from today's reading assignment, ask this woman to describe her impressions as to how membership in her cultural and historical group have influenced her socialization and opportunities as a woman. Ask her to share any experiences with racism or ethnic/religious prejudice that have shaped her development and psychological adjustment. Apply concepts from the chapter, as appropriate, to help you understand this woman's life experiences. 2/26 Hyde, ch 10, pp. 215-28. Paper #15 (Optional)--Read any recent feminist critique of the theories of biological gender differences such as the Fausto-Sterling book cited on page 228. Feinberg Library is a good resource for similar books and articles. To complete this assignment, it would be sufficient to read a recent journal article or chapter on the topic that is at least 7 pages long. What are the major points made in your book, article, or chapter? How does the author argue against those who insist that most psychological differences between women and men are the product of unchangeable biological influences? Make sure you provide a full reference citation for your reference as done below for a chapter from an edited book: Huxley, Marianna. (1987). Disputing claims that women are victims of raging hormones. In L. M. Jaywalker & D. P. Logjam (Eds.), Handbook of feminist research criticism. New York: Women's Studies Press. 3/1 Tavris, ch 4, pp. 131-52. Paper #16 (Optional)--What are your opinions about Premenstrual Syndrome or PMS? To what extent do you agree or disagree with the author's critique of most contemporary discussions of PMS in the media? Why or why not? To add a little interest to your paper, you might ask a nurse or physician to discuss PMS with you, getting their permission beforehand to cite them in your paper and class. 3/3 Tavris, ch 4, pp. 153-69. Paper #17 (Optional)--Read a recent medical or feminist journal article or book chapter, at least 7 pages long, on either hysterectomy or Hormone Replacement Therapy (HRT). What are the major points made by the authors? To what extent does this article or chapter prove or disprove the criticisms Tavris has made of the nonconscious sexism of conventional gynecological practice? How? Make sure you provide a full reference citation for your article; indicate the author(s) full name(s), the date, the title of the article, the journal, the volume and number, and inclusive page numbers as is illustrated in the example cited above for Paper #10. 3/5 Hyde, ch 11, pp. 229-60. Paper #18 (Optional)--Focus on any one of the following women's health care issues: Menopause, Pregnancy and Childbirth; Contraception; Abortion; Breast Cancer; AIDS. To what extent does the American Medical System serve women well or poorly who have the health care issue you have selected for discussion? How and why could health care (and perhaps--prevention of medical problems) be improved? Apply feminist theory and information from today's reading assignment to your discussion. 3/8 Hyde, ch 12, pp. 261-84. Paper #19 (Optional)--Read an article on some aspect of girls' or women's sexuality from a recent issue of the Journal of Sex Research. Your article must be at least seven pages long. What are the major points made by the authors? Discuss any methodological problems (like a small and unrepresentative sample) that make the findings questionable. Use concepts from today's reading assignment and feminist concepts to help you discuss the study's findings and implications. Make sure you provide a full reference citation for your article as indicated for Paper #10 above. 3/10 Exam #2 Spring Break: 3/11-3/21. 3/22 Hyde, ch 13, pp. 285-304; Supplemental Readings: "Taking the Home Out of Homophobia: Black Lesbian Health," by Jewelle L. Gomez and Barbara Smith, and "Miss Ruth," interviewed by Terri Jewell, from Piece of my heart: A lesbian of colour anthology. Anthologized by Makeda Silvera. (1991). Toronto: Sister Vision Press. Paper #20 (Required Option C; All students in this class must do either this paper or alternatively, Paper #9 or #14)--Interview a lesbian or bisexual woman, making sure before hand that you have the woman's permission to share information she provides with your instructor and fellow students. The Campus chapter of the Lesbian, Gay, and Bisexual Alliance may be able to refer you to someone who is willing to be interviewed. It is important to tell the woman who you interview that you promise to safeguard her privacy by keeping her identity anonymous. Referring to information from today's reading assignment, ask this woman to describe her impressions as to how her sexual orientation has influenced (or failed to influence) her socialization and opportunities as a woman. What differences, if any, has she noticed between herself and the gay and bisexual men she knows? Ask her to share any experiences with homophobia or homohatred (prejudice against individuals sharing her sexual orientation) that have shaped her development and psychological adjustment. Apply concepts from the chapter, as appropriate, to help you understand this woman's life experiences. 3/24 Tavris, ch 7, pp. 246-63; Supplemental Reading: Toth, Emily. (1993, January). Labors of love [Review of dangerous men and adventurous women: Romance writers on the appeal of romance]. The Women's Review of Books/Vol. X, No. 4, 10-11. Paper #21 (Optional)--Purchase or borrow a pulp, romance novel. Provide a brief overview of the book's plot and the character development of both the female and male protagonist. How does a pulp, romance novel such as the one you have examined contribute to women's scripts (expectations) for intimate heterosexual relationships? To what extent does a book like this instruct readers that "Men and women speak different languages of love, but in psychotherapy, research, and popular lore, the female language has become the dominant one" (p. 253). Make sure you provide a complete citation of the book you have analyzed in your paper. Here is an example: St. James, Sally Anne. 1992. Surprising rapture. Salamila, NJ: Love Nest Press. 3/26 Tavris, ch 7, ,pp. 263-86. Paper #22 (Optional)-- Examine a few recent advise columns in women's magazines or daily newspapers, focusing on how the mental health "experts" writing these columns answer readers' questions about problematic heterosexual relationships. To what extent do these columns reinforce the point of view, criticized by Tavris, that "...women are better at love...even though it means that many women will be unhappy with inexpressive husbands and many women will be unhappy that their best efforts at love go unrecognized....By not recognizing what men do as love, and by sentimentalizing women's way of loving that is based on words and feelings, we support not only an emotional division of labor but a social and political one"(p. 270). Document your resources by providing a complete citation for the columns you have cited, e.g.: Laski, Ellen M. (1993, January 27). Can this relationship be saved? Better Homemakers, pp. 7, 18, 19-21. Staff. (1993, March 6). Love today. Albany Daily Tabloid, pp. 2- 3. 3/29 Tavris, ch 5, ,pp. 170-92. Paper #23 (Optional)--Spend some time examining one or more textbooks in abnormal psychology, psychiatric nursing, clinical psychology, and/or psychiatry. Provide a full citation of each text you have selected somewhere in the paper. For example: White, Gregory Evan. 1988. Modern psychiatry: Principals and practice (3rd.). New York: Head Shrinkers Press. To what extent do these textbooks communicate the idea that women are "sick" whereas men only have "problems?" Use ideas from today's reading assignment to support your ideas. 3/31 Tavris, ch 5, pp. 192-207. Paper #24 (Optional)--Examine some of the books on Women's Co- Dependency" in popular bookstores or the public library. Do you agree with the author's criticisms of these books? Why or why not? 4/2 Hyde, ch 14, pp. 305-33; Supplemental Readings: "Fat-Oppressive Attitudes and the Feminist Therapist: Directions for Change," by Laura S. Brown and "Fat Acceptance Therapy (F. A. T.): A Non-Dieting Group Approach to Physical Wellness, Insight, and Self-Acceptance," by Susan Tenzer from (1989). Women & Therapy, 8(3) Special Issue: Fat Oppression and Psychotherapy: A Feminist Perspective. Paper #25 (Optional)--Use feminist theory to discuss each of the following issues related to women and weight: (1) anorexia nervosa, (2) bulimia, (3) and the prejudice directed against women who are judge as "fat" or "overweight". How has advertising and the mass media contributed to women's struggles with body image? How have the traditional practitioners of modern medicine and psychotherapy played alternatively a helpful and a destructive role in shaping women's feelings about their bodies and self worth? Although it is not required, you may want to cite resources outside your textbook to support your conclusions, providing complete documentation of same. 4/5 Hyde, ch 15, pp. 335-54; 357-62. Paper #26 (Optional)--Read a recent scientific and/or feminist journal article on either rape, battered women, or incest. Your article or chapter must be at least seven pages long and documented in a complete citation as illustrated in the assignments above for Papers #10 and #14. Describe the major points made by the author(s), comparing these with those made to today's reading assignment. Use feminist analysis to draw conclusions about the extent to which the physical and sexual abuse of women is related to institutionalized misogyny (woman hating) and patriarchal (male dominated) social institutions. Suggest ways that we can change society for the better, not only to rescue women from abusive situations but to prevent abuse in the first place. 4/7 Showcase. Class is cancelled to allow students to participate in this day of scholarly activity. You are encouraged to keep a journal of talks you have attended which contain material that is relevant to this class. You journal should be typed or word processed. Make sure to document the speakers' names, the location and time of each program, the titles of each presentation, a summary of content, and your own reactions (framed in terms of feminist and scientific concepts from this class). Turn in your journal no later than the 4/9 class. Neatly prepared journals will earn students up to 5 extra points on the exam average, depending on quality and the number of programs attended. 4/9 Hyde, ch 15, pp. 354-57; Bender, introduction, pp. 13-15 and ch 1, pp. 16-23. The Showcase Journal (extra credit) is due today! 4/12 Bender, ch 1, pp. 24-63. 4/14 Exam #3 4/16 Bender, ch 2, pp. 69-89. 4/19 Bender, ch 3, pp. 91-116. 4/21 Bender, ch 4, pp. 118-63. 4/23 Class Cancelled; Instructor is attending a professional meeting. Use this time work on your sexual harassment papers. 4/26 Bender, ch 4, pp. 164-200. 4/28 Discussion of Sexual Harassment Project 4/30 Papers Due Today: Sexual Harassment Project Required Major Paper: Using the Bender text and class discussion as a major resource, address the following issues in your neatly word-processed, double spaced paper, (maximum length = seven pages excluding the title page): (1) What is sexual harassment? (2) Who is most likely to perpetuate or be victims of sexual harassment, men, women, or people of either gender? Why? (3) Typically, when we think of sexual harassment, we view it in a heterosexual context, e.g. a heterosexual man being inappropriate or coercive with a heterosexual women or visa- versa. Consider the possibilities of homosexual sexual harassment here (e.g. a male perpetuator and male target; a female perpetuator and a female target; and "lesbian and gay baiting"-- a heterosexual supervisor or co-workers humiliating someone on the basis of their presumed homosexuality. What are the implications? (4) How serious a problem is sexual harassment ? What are the psychological, organizational, and social costs of harassment? (5) What causes sexual harassment? Where is the evidence for your views on causation? (6) How can sexual harassment be reduced? (7) Is sexual harassment a feminist issue? Why or why not? To receive a passing grade, your paper must be college level in grammar and spelling. If the Bender text is your only reference, your maximum grade will be B+. If you integrate one, seven page or longer, scholarly article or chapter in your paper, your maximum grade will be A-. Outstanding papers with additional article(s) or chapter(s) on sexual harassment have the possibility of receiving an A. All references, including the required Bender text, must be fully cited at the end of your paper in a Reference section. Review the earlier part of this syllabus for guidelines on documenting references. 5/3 Hyde, ch 16, pp. 363-83. 5/5 Hyde, ch 16, pp. 383-94; ch 17, pp. 395-406. This is the very last day you can turn in an extra credit Women's Studies Forum journal or feminist book/film review! 5/7 No required reading; bring a pencil. Today, students will have a chance to provide anonymous reviews of this class and instructional methods. This will be followed by a free-floating discussion during which student indicate what they have learned during the semester and what they would like to do next with their psychology of women education. Final Exam Week: (tentative date and time: Thur., May 13, 2:20-4:20 pm) At the beginning of class, the instructor will return students' graded Sexual Harassment papers. This will be followed by an optional, multiple-choice, final exam. Students who have missed one or more exams will want to take the final exam to make up for zero grades. Other students may decide to take the final to have an opportunity to improve their exam average. In this course, a student's exam average will be whichever score is higher: the grade on the final exam or the average score on three previous exams. Calculating Your Final Grade: Remember, your grade is based on the following criteria: 30% class preparation/reading logs 25% average on two papers on daily reading assignment 25% average on multiple-choice exams or final exam, whichever is highest 20% sexual harassment project paper plus up to 5 points of extra credit Let's look at the example of Susan Inkblot. Susan completed 29 class preparation/reading logs and therefore earned an 85. Her average on the daily reading assignment papers was 91. Her exam average was 78. Susan earned an 87 on her sexual harassment project paper. Fortunately, Susan missed only two classes and as a result, would not have any grading penalties applied. And, she received 3 points of extra credit for her feminist book review. This is how Susan Inkblot's grade would be calculated: 30(85) + 25(91) + 25(78) + 20(87) 100 + 3 = 88 or B+