1 psychology 320: psychology of gender and sex differences april 7 lecture 65

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Psychology 320: Psychology of Gender and Sex Differences

April 7

Lecture 65

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Office Hour InvitationsApril 11, 11:30-2:30, Kenny 3102

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Exam 4: April 29, 20143:30-6:00, SRC A

• The exam will be scored out of 50 points: 20 multiple choice questions (1 point each), 7 extended response questions (3-6 points each, estimated; totaling 30 points).

• The exam is worth 20% of your final grade.

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• Please arrive on time to facilitate rapid distribution of the exams.

• Bring a pencil, eraser, pen, and student ID to the exam.

• All electronic devices must be stored prior to the exam.

• Bags and backpacks should be left at the front of the room. Valuables may be placed under your seat.

• Turn in extra copies of the exam at the start of the examination period; university policy requires that all exams be accounted for before students are permitted to leave the examination room.

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• The exam will cover:

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• The exams in term 2 will place greater emphasis on research findings than the exams in term 1.

Chapters 11 (p. 294-299, “Achievement”) and 13-16.All material discussed in class since February 28.

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• Reminder: In the case of a discrepancy between the material presented in the textbook and the material presented in class, please rely upon the material presented in class for the purpose of exam preparation.

1. I will hold additional office hours and a “Q&A” review session in preparation for the exam:

Friday, April 11: 11:30-2:30 (Kenny 3102)Friday, April 25: 11:30-2:30 (Kenny 3102)Monday, April 28: 10:00-12:00 (Kenny 3102) Monday, April 28: 12:00-1:00 (Kenny 2101, “Q&A”

review session)

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Announcements

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2. The peer mentors (Derek, Natalie) will hold a final exam preparation session:

When? Tuesday, April 22, 5:00-6:30Where? Kenny 2510

Questions for and appointments with the peer mentors may be booked via e-mail:

Natalie Kalb: n.kalb4@gmail.com Derek Zhenxinyu Zhang: derekubc@live.ca

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3. The peer mentors have created a survey to obtain your feedback on the peer mentor program. This feedback will be used to enhance the peer mentor program next year. If you have attended one or more peer mentor tutorials, please complete the survey before May 1 at:

https://www.surveymonkey.com/s/MQK5HQQ

UBC’s Undergraduate Journal UBC’s Undergraduate Journal of Psychologyof Psychology

Research papers & Literature reviews

GET PUBLISHED!!! http://ubcujp.psych.ubc.ca

Submit an article for publication*

Spring term deadline: May 1st, 2014**

*The spring submission cycle is currently open only for the following psych specializations: BNS, CLI, DEV, & SOC.**With possible extensions. Details available on our website. Direct questions to ubcujp@psych.ubc.ca.

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Please complete your evaluation for this course. Your evaluation will be anonymous and secure.

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To date, 26% of students have completed the evaluation.(Goal: 60% completion rate!)

Reminders

A little R&R ….(Review and Reflect)

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1. What forms of exploitation, oppression, and violence occur within and beyond Canada’s borders? (continued)

2. What goals characterize contemporary equality and equity movements?

Exploitation, Oppression, Violence,Equality, Equity, and Social Change

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2. discuss global efforts (“grass roots” and legal) to eliminate gender-based exploitation, oppression, and violence.

1. generate global examples of gender-based exploitation, oppression, and violence.

By the end of today’s class, you should be able to:

3. describe the three goals of contemporary equality and equity movements.

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5. discuss Canada’s relative ranking on the GDI and GEM.

4. define the gender development index (GDI) and gender empowerment measure (GEM).

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What forms of exploitation, oppression, and violence occur within and beyond Canada’s borders? (continued)

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Yugoslavia: Adolescent and adult males were subject to summary execution, forced conscription into military service, rape, and sexual mutilation.

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What goals characterize contemporary equality and equity movements?

1. Greater flexibility in the social construction of gender.

“It is not the biological nature of females and males that serves as the major foundation for people’s view of gender or gender-related activities and preferences, but their conception of what it means to be female or male in our society” (Etaugh & Bridges, 2010).

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2. Gender equality and equity in relationship power.

Movement to egalitarian relationships.

Educational and economic equality and equity for females and males.

Implementation and enforcement of laws and services to aid victims of violence, harassment, and stalking. Examples:

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• Mandatory arrest policies for spousal assault.

• Marital rape laws.

• Residential shelters for victims of family violence.

• Women’s courts, rape courts.

• Women’s police stations.

• Government-operated hotlines.

• “Protective” laws for individuals who have fled from abuse.

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3. Gender equality and equity in organizational power.

Implementation and enforcement of antidiscrimination legislation in the workplace.

Balanced representation of the sexes in top management positions.

Balanced representation of the sexes in political office and the legal system.

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• In relation to these goals, Canada has performed well in comparison to other countries.

Gender Development Index (GDI): Reflects sex disparities in adult literacy rates, longevity, and purchasing power.

Canada’s GDI score = .956 (maximum = 1), ranking 4th out of 157 countries.

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Gender Empowerment Measure (GEM): Reflects women’s share of parliament seats; women’s share of administrative, managerial, professional, and technical jobs; and women’s purchasing power.

Canada’s GEM score = .820, (maximum = 1), ranking 10th out of 93 countries.

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2. discuss global efforts (“grass roots” and legal) to eliminate gender-based exploitation, oppression, and violence.

1. generate global examples of gender-based exploitation, oppression, and violence.

By the end of today’s class, you should be able to:

3. describe the three goals of contemporary equality and equity movements.

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5. discuss Canada’s relative ranking on the GDI and GEM.

4. define the gender development index (GDI) and gender empowerment measure (GEM).

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Psychology 320: Psychology of Gender and Sex Differences

Term 1:•Sex and gender diversity•Research methods•History of research•Gender stereotypes•Biological theories•Theories of gender development•Gender identity, dysphoria•Intelligence, cognitive abilities•Emotion

Term 2:•Friendship•Romantic relationships•Sexuality•Education•Careers and work•Achievement•Physical health•Mental health•Exploitation, oppression, violence•Equality, equity, social change

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“Today we no longer say: ‘give us more jobs, more rights, consider us your equals or even allow us to compete with you better.’ But rather: Let us re-examine the whole question, all questions. Let us take nothing for granted. Let us not only re-define ourselves, our role, our image—but also the kind of society we want to live in.”

Kishwar and Vanita, 1984

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• What action can YOU take?

1. Donate money to organizations seeking gender equality and equity (e.g., www.globalgiving.org; www.kiva.org).

2. Sponsor a child or adult in a developing country (e.g., via Canadian Feed the Children, Plan Canada).

3. Sign up for e-mail updates from organizations working on gender-related issues (e.g., www.worldpulse.com).

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4. Engage in citizen advocacy; write to or meet with local politicians to voice your concerns.

5. Engage in university or community initiatives that support gender equality and equity.

Please contact me (assanand@psych.ubc.ca) and Chandra Jade (chandra.jade@ubc.ca) if you are interested in participating in a student-led, gender-based initiative at UBC or in our community.

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“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, ... talented, fabulous? Actually, who are you not to be? …. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine …. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.”

Marianne Williamson, n.d.