Permanent Link: http://ufdc.ufl.edu/IR00002478/00001
 Material Information
Title: Social and Cultural Dimensions of Women’s Well-Being Syllabus
Physical Description: Syllabus
Creator: Locker, Taylor
Publisher: Center for Women's Studies and Gender Research
Publication Date: Fall 2011
Genre: Syllabus
Spatial Coverage:
Abstract: This course focused on the role of society and culture on the lives of women in the United States. In this course, students used a feminist lens to evaluate media representations and societal norms of the wellness and well-being problems facing girls and women across time. To this end, students discussed how the feminist movement has shaped social structures and our modern understandings of women’s well-being in the United States, such as the creation of social services for children and women and women’s clinics. An intersectionality approach was utilized to explore how socio-cultural forces such as sexism, racism, heterosexism and other forms of discrimination have negative impacts on women’s well-being across the life span. Importantly, well-being in this course was broadly defined, from psychological, physical, and emotional wellness indicators to relationship quality, life roles, and career development. The course was structured developmentally; as such it started with birth and ended with death. Throughout the semester students discussed how women may have different salient concerns in different life phases. This was an interdisciplinary course that drew from psychology, sociology, women’s studies, public health, anthropology, medicine, and history for lectures, activities, readings, and films. To facilitate critical evaluation of the course content, a strong emphasis on social and behavioral science research was necessary. Students learned how to read and evaluate both qualitative and quantitative research in the social and behavioral sciences.
Acquisition: Collected for University of Florida's Institutional Repository by the UFIR Self-Submittal tool. Submitted by Michelle Harris.
Publication Status: Unpublished
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Holding Location: University of Florida
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System ID: IR00002478:00001

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WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 1 WST 3 930 /HSC4950 : being Tuesday Period 9, Thursday Periods 9 10 Taylor Locker, M.S. Office: PSY 002 taylor.locker@ufl.edu Office hours: R periods 6 8 (12:50 2:45p) TA: Lauren Smith Office: 102A laurenbsmith@ufl.edu Office hours: W period 9 (4:05) This course focuses on the role of society and cultur e on the lives of women in the Un ited States. In this course, we will use a feminist lens to evaluate media representations and societal norms of the well ness and well being problems facing girls and women across time. To this end, we will discuss h ow the feminis t movement has shaped soci al structures and well being in the United States such as the creation of social services for children and women An intersectionality approach will be utilized to explore how s ocio cultural forces such as s exism, racism, heterosexism and other forms of discrimination that s well being across the life span Importantly, w ell being in this course is broadly defined, from psychological, p hysical, and emotional wellness in dicators to relationship quality, life roles, and career development The course is structured developmentally; as such we will start with birth and end with death T hroughout the semester we will discuss how women may have different salient concerns in di fferent life phases This is an interdisciplinary course in which I have drawn from psychology, and films. To facilitate critical evaluation of the course content, a strong emphasis on social and behavioral science research is necessary. Insofar, you will learn how to read and evaluate both qualitative and quantitative research in the social and behavioral sciences Course Objectives: Underst being in the US Explore the role of feminism in shaping social institutions benefitting girls and women in the US nted by the media Learn to read and evaluate scholarly research articles in the social and behavioral sciences Gain knowledge of the major wellness and life satisfaction concerns of girls and women in the US Explore how intersecting identities impact women being Required Materials: Research Articles, Fact Sheets, and A dditional R eadings available on Sakai. (See attached schedule and reading lis t ) Course Information Detailed schedule of the course, in depth instructions for each assignment supplementary materials readings, and other course information are available on the course Sakai site. You should check our site regularly (several times a week) for course announcements, updates, grades, and other course related information. http://lss.at.ufl.edu/ General Policies: Attendance: I expect you to attend all scheduled classes since the success or failure of this course largely depends on wha t you bring to the table. In order for there to be an open exchange of ideas and dialogue, you must come to class alert, prepared, and ready to contribute to discussion by asking questions, bringing outside material to share, presenting alternative points of view, etc. You are therefore required to be present in order to act in this capacity. You will be rewarded for attendance through course credit earnable by participating in in class activities. There are no make up activities however; students will be a llowed to miss two (2) activities with no penalty.


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 2 Electronic Devices & Distractions: Personal electronics such as phones, ipods, e readers and others are to be OFF during class. Some student effectively use laptops to take notes, others do not. If you f all into the latter category please do not bring your laptop to class. If it comes to my attention that students are not using laptops for in class scholarly purposes, I will ban the use of laptops in my classroom. Further, it is inappropriate to read the Alligator magazines or do cross words in class, if I see you doing so I will ask you stop and/or ask you leave class. Respect Discomfort and In class Decorum : Please be aware that some topics covered in the course will invoke new or difficult thoughts o r is expected that students do not engage in the perpetuation of stereotypes, discrimination, prejudice, or other forms of bias and intolerance. Refrain from name calli ng, character attacks, and from shutting down from listening to others During the first week, and as often as needed, we will discuss the use of I language and its importance in our course discussions Additionally, due to the nature and content of this course you may experience instances of discomfort as well as curiosity. If you encounter personal issues you would like to explore in further depth, I would recommend you consider speaking with one of the counselor s with the Counseling and Wellness Center ( http://www.counsel.ufl.edu ; 392 1575). Academic Honesty: Cheating is NOT tolerated If a student is caught cheating, the first offense will at the very least result in a zero for that exam or paper and a record of the event and will be forwarded to the Office of Student Affairs. Th e second offense will be forwarded to the Office of Students Affairs and will result in an Honor Court hearing According to the UF Honor Code, on all work submitted for credit by stud ents at the university, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment." Please see the UF Honor Code here: http://www.registrar.ufl.edu/catalog/policies/students.html Plagiarism as your own. This means taking a sentence off of a web site such as Wikipedia and not citing it is plagiarism, so is passing off the ideas or work of your classmates as your own. In your work, follow the appropriate citation guidelines. I f you are ever in doubt, it is better to cite than not to cite. *All assi gnments are checked through Turnitin Accommodations: Students requiring classroom accommodation must first register with the Dean of Students Office. The office will provide documentation to the student who must then give this documentation to me when req uesting classroom accommodation. Please talk me to about accommodations as early in the semester as feasible Late work: Late work is NOT accepted. Any assignment turned in after the deadline will automatically earn a zero. All written assignments are to be submitted through our Sakai site AND hardcopy meaning you could submit the electronic copy from nearly anywhere in the world. Major assignments will have a window of submission (generally one two weeks) giving you have ample time to submit assignments before the deadline. Please plan ahead For assignments requiring both a hardcopy and electronic copy make arrangements to get your Make up Policy : There are no make up in class a ctivities in the course. Because you are allowed to drop your lowest two activity scores, make ups in those assignment categories are not offered. This course has a final exam. The only way you will be allowed to make up this exam is if you abide by the following: (1) You must notify the ins tructor at least 24 hours in adv ance if you cannot take an exam and (2) you provide proper documentation to validate your absence. Any unexcused absences from the final exam will result in a grade of zero Grades: UF has a plus/minus grading scheme (see chart below). Your final grade is determined by the number of points you earn divided by total points possible (600) and multiplied by 100. This formula is how you figure your grade throughout the semester. When your final grade is computed I will abide by the following round rule: if the first


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 3 decimal place (the tenth) is greater than 5 it will be rounded up to the next highest percentage. If the first decimal place is less than 5 it will be rounded down. For example 87.6% which becomes an 88% or B+. I do exam are completely in your han ds. No adjustments to grades will be made Please do not ask me to artificially increase your grade, it is unfair to other students for me to make allowances for individuals and deviate from the set grading guidelines. **A grade of C or better is required in order for this class to count for Gen Ed credit or credit in the major. Additional information on grading is available at: http:// www.registrar.ufl.edu/catalog/policies/regulationgrades.html Assignments: 1 5 0 points Weekly Reading Organizer and Reflection Paper addition to answering the reading questions you will write a 1 page reflection paper. This assignment will serve as way to organize your thoughts, reactions, ideas to weekly readings, lectures, guest speakers, activities, and films (10 points weekly). 5 0 point In Class Activi ties Attendance is a must for this course. I will provide supplemental material on Sakai but the bulk of lecture material will ONLY be available during lecture. To encourage attendance there will be several in class activities (no make ups!). On average w e will have in class activities for each week (either Tuesday or Thursday). Because there will no make ups students will be allowed to miss two activities without penalty, after two missed activities 100 points Fact Sheet This project involves (1) develop ing a factsheet for everyone in the class; and (2) sharing the fact sheet with the rest of the class Its purpose is to allow students to explore a singl well being gather information not presented through lecture/readings a nd share it with other students. Fact sheets will be due throughout the semester. I will have a sign up sheet that you will choose a week to turn in your fact sheet the second week of class. 100 points Interview a Woman In this assignment you are to interv iew a woman who is struggling with either a physical or mental illness/disability/barrier. The nature of this assignment is very sensitive so I expect that you conduct yourselves with the utmost respect when you contact and talk with your interviewee. Your interviewee may be someone you are already in contact with such as a family member, acquaintance, or co worker, however, the topic of the conversation (see full assignment details) must center on issues of the wellness Grade GPA Point Percentage What do es that mean? A 4.00 > 94% Exceptional quality of work, above and beyond course requirements A 3.67 89% 93% B+ 3.33 86% 88% B 3.00 82% 85% Above average work quality, exceeds basic course requirements B 2.67 79% 81% C+ 2.33 76% 78% C ** 2.00 72 % 75% Average work quality, meets basic course requirements C 1.67 69% 71% D+ 1.33 66% 68% D 1.00 62% 65% Less than average work quality, failure to meet full requirements D 0.67 59% 61% E 0.00 < 58% Does not meet course requirements


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 4 concern and its consequences. I am r equiring your interview be (audio) recorded and handed in to me with your paper. The paper is not to be a transcript of your interview, but a 2 3 page paper of your personal reactions and reflections to the experience and connecting the experience to cours e content 1 0 0 Wellness Activism Experience wellness activism experience in the community sometime over the course of the semester. To earn points for this assignment you must (1) get my appro val to do the activism experience, (2) complete the experience, and (3) write a short paper (2 3 pages) about your experience and it relates to course material 100 points Final Exam The final exam is a cumulative exam that will have a similar format to your weekly quizzes. The final exam will focus on synthesis of the course. You will be given short answer questions and essays (blue book exam). When studying, look for connections and build webs of interrelated concepts. Excellent examinations ask and address "what," "how," and "why" questions in a concise, logical, and analytical manner. 6 0 0 points Total Reading assignments are what y ou are assigned to read for the current week of class. Impor tantly, our weekly reflection papers are always due at the beginning of class and will not be accepted late. Disclaimer : From time to time we may become engrossed in topic during the week which may result in neglecting other readings in discussion. You are responsible for all assigned readings, regardless of whether or not it was discussed explicitly in lecture that week. Additionally, time constraints may necessity schedule adjustments. You will know of changes by attending class and checking Sakai regular ly. However, the final exam date will not change, nor will the due dates of major assignments


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 5 Tentative Weekly Schedule & Readings : 8/23 8/25 Week 1: The Female Body, Female Mind: Introductions Topics: anguage Building, Introduction to Feminism Readings: Rosser, S. V. (2009). Introduction. In S. V. Rosser (Ed.), Diversity and Women's Health (pp. 1 14) The John Hopkins University Press. Steinem, Gloria. "If Men Could Menstruate," Outrageous Acts and Everyday Rebellions NY: NAL, 1986. West, C. & Zimmerman, D. H. (1987). Doing gender. Gender and Society, 1, 125 151. 8/30 9/1 Week 2: Making of Little Women: Birth Girlhood Topics: Gender Socialization, Intersex Conditions, and Childhood Gender Ide ntity Disorders Readings: American Psychiatric Association. (2000) Diagnostic and statistical manual of mental disorders (4 th ed. text revision, Childhood Gender Identity Disorders, pp 576 582 ). Washington, D.C. American Psychological Association. (2006 ). Answers to your questions about individuals with intersex conditions [Brochure] Washington, D.C. APA Task Force on Gender Identity, Gender Variance, and Intersex Conditions. Burnham, D. K., & Harris, M. B. (1992). Effects of real gender and labeled g perceptions of infants. The Journal of Genetic Psychology, 153(2), 165 183. Martin, E. (1996). The egg and the sperm: How science has constructed a romance based on stereotyped male female roles. In B. Laslett et al. (Eds.), Gender and Sci entific Authority. (pp. 324 328). Chicago, IL: University of Chicago Press. Oudshoorn, N. (1994). Sex and the body. In N. Oudshoorn (Ed.), Beyond the Natural Body: An Archaeology of Sex Hormones. (pp. 6 11). New York, NY: Routledge. Assignments: 9/1 Sig n up for Fact Sheets ; Weekly Reading Organizer and Reflection Paper Due 9/6 9/8 Week 3: The Perils of Girlhood Topics: Bullying, Anxiety Disorders, Childhood Abuse Readings: Faller, K. C. (1989). Characteristics of a clinical sample of sexually abused children: How boy and girl victims differ. Child Abuse and Neglect, 13, 281 291. Fagot, B. I., Rodgers, C. S., & Leinhach, M. D. (2000). Theories of Gender Socialization. In T. Eckes & H. M. Trautner (Eds.), The Developmental Social Psychology of Gender (pp. 65 87). Lawrence Erlbaum Associates, Inc. Publishers. Lewinsohn, P. M., Gotlib, I. H., Lewinsohn, M., Seeley, J. R., & Allen, N. B. (1998). Gender differences in anxiety disorders and anxiety symptoms in adolescents. Journal of Abnormal Psycholog y, 107, 109 117. Paul, P. (2010, October 8). The playground gets even tougher. The New York Times. Retrieved from http://www.nytimes.com Assignments: 9/6 Weekly Reading Organizer and Reflection Paper Due; 9/8 1st Fact Sheet Group Due


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 6 9/13 9/15 Week 4: The Changing Body: Adolescence Topics: Menstruation, Puberty, Body Image, Eating Disorders Readings: vulnerability to psychological distress. Child D evelopment, 67, 3386 3400. Granberg, E. M., Simons, L. G., & Simons, R. L. (2009). Body size and social self image adolescent African American girls: The moderating influence of family racial socialization. Youth & Society, 41, 256 277. Zaitsoff, S. L., Ge ller, J., & Srikameswaran, S. (2002). Silencing the self and suppressed anger: Relationship to eating disorder symptoms in adolescent females. European Eating Disorders Review, 10, 51 60. Assignments: 9/13 Weekly Reading Organizer and Reflection Paper Due ; 9/15 2nd Fact Sheet Group Due 9/ 20 9/ 22 Topics: Teen Relationships, Sexuality, Crime, Conduct Disorder Readings: Cepeda, A., & Valdez, A. (2003). Risk behaviors among young Mexican American gang associated f emales: Sexual relations, partying, substance use, and crime. Journal of Adolescent Research, 23, 90 106. Ness, C. D. (2004). Why girls fight: Female young violence in the inner city. Annals of the American Academy of Political and Social Science, 595, 32 48. Townsend, T. G. (2008). Protecting our daughters: Intersection of race, class and gender in African American heterosexuality. Sex Roles, 59, 429 442. Assignments: 9/20 Weekly Reading Organizer and Reflect ion Paper Due ; 9/22 3rd Fact Sheet Group Due 9/ 27 9/ 29 Week 6: From Dependency to Autonomy: Adolescence Adulthood Topics: Teen Pregnancy, Abortion, STDs, Sexual Assault/Rape Readings: Elo, I. T., King, R. B., & Furstenberg, F. F. (1999). Adolescent females: Their sexual partners and the fathers of their children. Journal of Marriage and Family, 61, 74 84. Smith, A. (2005). Beyond pro choice versus pro life: Women of color and reproductive justice. National Women's Studies Association Journal, 17, 119 140. Teitelman, A. M., Ratcliffe, S. J., Morales Aleman, M. M., & Sullivan, C. M. (2008). Sexual relationship power, intimate partner violence, and condom use among minority urban girls. Journal of Interpersonal Violence, 23, 1694 1712. Assignments: 9/27 Weekly Reading Organizer and Reflection Paper Due 10 / 4 10 / 6 Week 7: From Dependency to Autonomy: Adolescence Adulthood Topics: Coming Out, Going to College, Entering the Work Force Readings: Amato, P. R., & Kane, J. B. (2011). Life course pathways and the psychosocial adjustment of young adult women. Journal of Marriage and Family, 73, 279 295.


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 7 Booth, C. S., & Myers, J. E. (2011). Differences in career and life planning between African American and Caucasian undergraduate women. Journal of Multicultu ral Counseling and Development, 39, 14 23. lesbian and bisexual women. Gender and Society, 7(1), 50 77. Assignments: 10/4 Weekly Reading Organizer and Reflection Paper Due ; 10/6 4th Fact Sheet Group Due 10 / 11 10 / 13 Week 8: Soulmates: Adulthood Topics: Marriage/Partnership, Intimate Partner Violence Readings: being. J ournal of Marriage and Family, 65, 550 560. Scott Tilley, D., Tilton, A., & Sandel, M. (2010). Biologic correlates to the development of post traumatic stress disorder in female victims of intimate partner violence: Implications for practice. Perspectives in Psychiatric Care, 46, 26 36. Walker, L. E. A. (1991). Post traumatic stress disorder in women: Diagnosis and treatment of battered women syndrome. Psychology of Women Quarterly, 5, 597 617. Assignments: 10/11 Weekly Reading Organizer and Reflection Pa per Due ; 10/13 5th Fact S heet Group Due 10 / 18 10 / 20 Week 9: Mother and Child: Adulthood Topics: Childbearing, Childrearing, Single Motherhood, Infertility Readings: Jain, T. (2006). Socioeconomic and racial disparities among infertility patients seeki ng care. Fertility and Sterility, 85, 867 881. Jun, H., & Acevedo Garcia, D. (2007). The effect of single motherhood on smoking by socioeconomic status and race/ethnicity. Social Science & Medicine, 65, 653 666. Hara, et al (Eds.), Reproductive Health. (pp. 26 34). New York, NY: Springer. Prilleltensky, O. (2003). A ramp to motherhood: The experiences of mothers with physical disabilities. Sexuality and Disability, 21, 21 47. Ass ignments: 10/18 Weekly Reading Organizer and Reflection Paper Due 10 / 25 10 / 27 Week 10: Working 9 5: Adulthood Topics: Professionalism, Workplace Di scriminatio n, Harassment Readings: Gonzalez Figueroa, E., & Young, A. M. (2005). Ethnic identity and me ntoring among Latinas in professional roles. Cultural Diversity and Ethnic Minority Psychology, 11, 213 226. Hyde, J. S. (2007). Women and work. In J. S. Hyde (Au.), Half the Human Experience (pp. 251 278). New York, NY: Houghton Mifflin Company. Judge, T. A., & Cable, D. M. (2011). When it comes to pay, do the thin win? The effect of weight on pay for men and women. Journal of Applied Psychology, 96, 95 112. Assignments: 10/25 Weekly Reading Organizer and Reflection Paper Due ; 10/27 6th Fact S heet Group Due


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 8 11 / 1 11 / 3 Week 11: Oppressed and Stressed: Adulthood Topics: Stress and Marginalization Readings: Moen, P., & Chermack, K. (2005). Gender disparities in health: Strategic selection, career, and cycles of control. Journal of Gerontology: SERIES B, 60B, 99 108. Moradi, B., & Subich, L. M. (2003). A concomitant examination of the relations of perceived racist and sexist events to psychological distress for African American women. The Counseling Psychology, 31, 451 469. Thomas, S. A., & Gonzalez Pre ndes, A. A. (2009). Powerlessness, anger, and stress in African American women: Implications for physical and emotional health. Health Care for Women International, 30, 93 113. Assignments: 11/1 Weekly Reading Organizer and Reflection Paper Due ; 11/3 7th Fact Sheet Group Due 11 / 8 11 / 10 Week 12: When the Body Breaks Down: Adulthood Late Adulthood Topics: Health Care and Illness Readings: Ashing Giwa, K. T., Lim, J., & Gonzalez, P. (2010). Exploring the relationship between physical well being and h ealthy lifestyle changes among European and Latina American breast and cervical cancer survivors. Psycho oncology, 19, 1161 1170. Kimberly, J. A., Serovich, J. M., & Greene, K. (1995). Disclosure of HIV stories. Family Relati ons, 44, 316 322. Rosser, S. (1993). Ignored, overlooked, or subsumed: Research on lesbian health and health care. National Women's Studies Association Journal 5, 183 203. Assignments: 11/8 Weekly Reading Organizer and Reflection Paper Due ; 11/10 8th Fa ct Sheet Group Due 11 / 15 11 / 17 Week 13: Role Changes: Adulthood Late Adulthood Topics: Menopause, Grandpar enting, and Changing Relationships Readings: Dillaway, H. E. (2006). When does menopause occur, and how long does it last? Wrestling with age and time based conceptualizations of reproductive aging. National Women's Studies Association Journal, 18, 31 60. Ruiz, D. S. (2008). The changing roles of African American grandmothers raising grandchildren: An exploratory study in the Piedmont region of No rth Carolina. Western Journal of Black Studies, 32, 62 71. anxiety among patients of an inner city menopause clinic. 1843 18 49. Assignments: 11/15 Weekly Reading Organizer and Reflection Paper Due ; 11/17 9th Fact Sheet Group Due 11 / 22 Week 14: Role Changes: Late Adulthood (cont.) *Short week Thanksgiving Holiday Topics: Retirement and Volunteerism Readings: Bowen, D. J. Andersen, M. R., & Urban, N. (2000). Volunteerism in a community based sample of women aged 50 to 80 years. Journal of Applied Social Psychology, 30, 1829 1842.


WST3930 Section 1214 / HSC 4950, Section 037C F all 2011 Locker 9 assessed well being: As analysis of three m easures of well being among recent and long term retirees relative to homemakers. Women & Health, 50, 1 19. Assignments: 11/22 Weekly Reading Organizer and Reflection Paper Due 11 / 29 12 / 1 Week 15: When the We Cannot No Longer Care for Ourselves: Late Adulthood Topics: Nursing Homes, Finding Caregivers, and Ageism Readings: Brandler, S. M. (1998). Aged mothers, aging daughters. National Women's Studies Association Journal, 10 43 56. Davis, J. A. (2005). Differences in the health care needs and servic e utilization of women in nursing homes: Comparison by race/ethnicity. Journal of Women & Aging, 17, 57 71. Overall, C. (2006). Old age and ageism, impairment and ableism: Exploring the conceptual and material connections. National Women's Studies Associat ion Journal, 18, 126 137. Assignments: 11/29 Weekly Reading Organizer and Reflection Paper Due ; 12/1 Last Day to Turn in Activism Projects 12/6 Week 16: Death & Dying: Late Adulthood *Short week Last week of classes Topics: Widowhood Death, and Loss Readings: Widowhood, Death, and Loss Angel, J. L., Jimenez, M. A., & Angel, R. J. (2007). The economic consequences of widowhood for older minority women. The Gerontologist, 47, 224 234. Ha, J. (2008). Changes in support from confidants, children, and fri ends following widowhood. Journal of Marriage and Family, 20, 306 318. Assignments: 12/6 Weekly Reading Organizer and Reflection Paper Due Finals Week: Final Exam Period: 14B (10:00a 12:00pm December 14, 2011) Cumulative written final (blue book forma t)