MW 12:30-1:45

Karen Prager, Instructor

Karen Prager, GR2.214

Office hours:

M 2:00-3:00 p.m.

F 11:30-12:30

Telephone: 972/883-2353

I generally do not check for telephone or email messages over the weekend unless I explicitly say otherwise (e.g., before a test).

Required Texts:

Books and articles are available at the campus bookstore and are on reserve in the library under my name, this course (be sure to check the course number before you start making copies).

                1) The Psychology of Gender, by Anne Beall and Robert Sternberg (Guilford).

Lectures on the Psychology of Women, edited by Joan C. Chrisler, Carla Golden, & Patricia d. Rozee

Grades:

70% Two multiple-choice exams over readings and lecture. Test grades will be computed based on the percentage of correct items.

For each test, students must bring SCANTRON FORM #F-1712-ERI (pink form) and a #2 pencil. Students should minimize erasing ontests. Students will be required to use cover sheets (we will provide them) during tests.

20% Student projects on the intersection of gender and (choose) ethnicity, religion, or culture. (See below).

10% Class attendance (Percentage of classes attended will be averaged into final grade)

Make-up exams will be given to students with bona fide medical problems, work emergencies, or family problems (such as death in the family). You must have, on the appropriate stationary, a note from a doctor, hospital, or funeral director, or other appropriate documentation or you will automatically receive a 10-point deduction from your test grade.

Students with work or family conflicts may take an exam 1-3 days early without a note.

Schedule make-up exams with Brooke Bailey, GR 2.240, 972-883-2354. She will schedule these at her convenience.

The purposes of the group project are (1) to encourage you to talk among yourselves about the ways that gender issues intersect with, and cannot be fully separated from, the ethnic, religious, and/or cultural milieu within which they arise (i.e., perhaps your own milieu?), and (2) for you to produce a potentially presentable project that reflects your reading and your conversations about gender within a particular cultural/ethnic context. Your project will be grounded in (but not limited in content to) one of the articles in the list below (all will be available on reserve). Your project should have the potential to educate your fellow students in an enjoyable way, if possible.

If possible, groups will be limited to 3 (at most 4) students. This will facilitate your getting in touch with one another and working out meeting times.

Grading for these projects will be flexible, so this is your chance to be creative. The only criteria are these:

1. The main points from the article should be clearly articulated as part of the project. You may summarize them, illustrate them, or expand upon them. I should be able to see evidence that the project is based upon the article.

2. The project should in some way reflect the conversation among the group members about the article. This is your chance to do something creative and talk about your views with two or three other people.

3. The project will receive one grade; everyone who worked on the project will receive the same grade. HOWEVER, if one or two people in the group made exceptional contributions to the project, that person can receive extra credit (3 extra points, added to project grade). The group may vote to give extra credit to one of its members; if you wish to do so, convey that to me on your name sheet.

Your project may contain:

A Power Point presentation or overheads

A script for a dialogue or skit

A video or audiotape

Poetry, music, art, collages, etc.

A group discussion project for the class to do – in class – with accompanying objectives, explanations, etc.

An essay reviewing the article

Whatever you can think of . . .

Bonus: The 3 (or 4) student groups who turn in the most interesting, informative projects will have the opportunity to present their projects, as a group, to the class on April 29. I will choose the 3 projects I think are best suited to be presented and notify those students by email or telephone a week in advance (so you can practice if you haven’t already). The advantage of being chosen: 5 extra credit points on your project grade if you present to the class!

With your project: Turn in a title and name sheet with your project that has all group members names, email addresses, and telephone numbers. Indicate if you want to be considered for the group presentation and the 5 extra credit points (your choice).

The following readings are in Men’s Lives (listed in the order in which they appear in the book).

The following readings are in Lectures on the Psychology of Women, again listed in order from the book.

The following readings are in Women: A Feminist Perspective, listed in order from the book.

                Ransdell, Lisa. "Lesbian Feminism and the Feminist Movement."