(Test Bank) The Psychology Of Women

Matlin, 7

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7th Edition

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[Instructor’s Manual with Test Bank for Margaret W. Matlin’s The Psychology of Women Seventh Edition (2012) prepared by Margaret W. Matlin State University of New York at Geneseo Lucinda A. DeWitt DeWitt DeConstruction, Minneapolis, MN Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Contents Syllabus from Dr. Matlin’s Course 1 Research Project Handout 8 Details About Research Projects 13 Chapter Outlines 18 Test Bank 127 1 Introduction 127 2 Gender Stereotypes and Other Gender Biases 151 3 Infancy and Childhood 171 4 Adolescence 194 5 Gender Comparisons in Cognitive Abilities and Attitudes About Achievement 213 6 Gender Comparisons in Social and Personality Characteristics 232 7 Women and Work 248 8 Love Relationships 269 9 Sexuality 288 10 Pregnancy, Childbirth, and Motherhood 307 11 Women and Physical Health 324 12 Women and Psychological Health 343 13 Violence Against Women 361 14 Women and Older Adulthood 378 15 Moving Onward . . . 395 Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 1 of 381 SYLLABUS FROM DR. MARGARET W. MATLIN’S COURSE My syllabus changes somewhat from one semester to the next, but the syllabus below is the version I used in Fall Semester, 2010. (However, the textbook for that course was the 6th edition.) I think it’s important for a syllabus to include a brief description of the course, as well as the goals. From the first page of the syllabus, students should be able to understand the general scope of the course. You can find several additional syllabi for courses on the Psychology of Women or the Psychology of Gender on the website for the Society for the Teaching of Psychology (Division 2 of the American Psychological Association): http://teachpsych.org/otrp/syllabi/index.php Scroll down the list of courses on the right-hand side, and you will find the topic “Women and Gender.” Additional note: Psychology of Women Quarterly now includes a “Teaching Section” in each issue. It features between one and three short articles in each issue, which focus on topics related to women and gender, such as critical thinking, social class, social justice advocacy. I am the current editor of this Teaching Section; please email me at matlin@geneseo.edu, if you have an idea about a potential article related to this teaching! On the first day of class, students also receive a description of the Psychology of Women Research Project, an important component of my course. Later in this document you can find a description of this project, as well as some details about the project. Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 2 of 381 Psychology of Women Dr. Margaret W. Matlin Psychology 308 Department of Psychology Fall, 2010 SUNY Geneseo SYLLABUS COURSE DESCRIPTION The purpose of this course is to examine the lives of girls and women. We will include topics such as gender stereotypes, the development of gender roles, gender comparisons, women and work, love relationships, sexuality, women’s physical and mental health, violence against women, and women in later adulthood. Students who take this course should acquire a better understanding about girls, women, and gender in North America. As the course instructor, I’m hopeful that each of you will work toward the following goals: 1. To understand the relevant information about the lives of girls and women—as well as gender—with a particular emphasis on the complexity of the issues. 2. To develop critical-thinking skills, so that you can evaluate both the research in professional journals and information described in the popular media. 3. To know how to design your own psychology research project, to conduct the research, and to write an appropriately professional summary of your own research, emphasizing the potential methodological flaws and strengths in your study. 4. To explore your own ideas and attitudes about gender, appreciating that we do not need to be constrained by our culture’s traditional gender roles. 5. To appreciate the inequalities that many individuals face, based on social categories other than gender. These categories include age, disability, sexual orientation, ethnicity, religion, social class, and country of residence. We will also consider some information about inequalities in other cultures, outside North America. READING MATERIALS Our textbook for the course will be: Matlin, M. W. (2008). The psychology of women (6th ed.). Belmont, CA: Cengage/Wadsworth. You’ll need to use this 6th edition, which has a brown and gold cover and a photo of a girl, a young woman, and an older woman. This edition has more than 1,400 new references that were published since the earlier 5th edition, as well as many concepts and research-based studies that were not discussed in the 5th edition. (Do not use the 5th edition, which has a purple cover and a Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 3 of 381 photo of three middle-aged women, and do not use any shortened paperback version of the textbook.) Your textbook is one I have written, and you’ll need to understand the material in the textbook in order to do well in the course. You will not be able to achieve this knowledge from a superficial reading of the chapters. You should master the terminology and concepts in the textbook. During the lectures and class discussions, I will assume that you are familiar with this information. However, if any part of the textbook is not clear, please let me know! Then we can discuss that topic in class! ** You will also receive one journal article, which you will read and analyze for class discussion. (See below for details.) OFFICE HOURS My scheduled office hours are Monday, 1:15-2:15 p.m., Tuesday, 11:30-12:30, and Thursday, 11:30-12:45. I may need to reschedule an occasional office hour on days when other commitments arise. If my office hours are not convenient, please check with me, and we can schedule an alternate time! My office is in Sturges, Room 121C (main floor, right-hand side). I check my e-mail frequently, usually until about 9 p.m. (matlin@geneseo.edu). Before contacting me, be sure to check the syllabus and project description to be certain that your question is not answered there. Please include the term “Psychology of Women” in the subject of your e-mail message. Also, proofread the message to make sure that your question is clear. This way, I will not delete your email by mistake, and I can quickly provide you with the most helpful response! You can also leave a brief message on my voice mail (5214). I will check my voice-mail messages several times each week, but not as often as e-mail. REQUIREMENTS 1. Examinations: You will have two 75-minute-long exams, as well as a comprehensive final. The format for all tests will be a combination of essays and multiple-choice questions. Each 75-minute exam will be worth about 50-55 points, and the final exam (about 2 hours long) will be worth about 75 points. The final exam is cumulative, with an emphasis on the last part of the course. 2. Research Paper: The independent research paper is described in detail on a second handout, entitled “Psychology of Women Research Project.” This paper will be worth 55 points. Your preview for your independent research project will be due on Monday, October 18. In one to two pages, you Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 4 of 381 should state at least two of your hypotheses. Also describe how and where you plan to locate the participants (or the media resources) for your study. The preview must be double-spaced and printed on only one side of the paper, so that I can make comments that you’ll be able to read. In a couple of weeks, I’ll provide details about how to prepare this preview. The paper itself will be due at the beginning of class on Monday, November 22. (One point will be subtracted for each day that either the paper preview or the paper is late.) You must turn in a paper in order to pass this course. The purpose of this paper is to help you understand research techniques, increase your critical-thinking skills, and write professionally. You are not required to see me to discuss the project. However, students who meet with me sometime in September tend to develop the best projects. Print two copies of your paper. Give me a copy that is printed on only one side of the paper. (Again, this allows me to comment in detail, and it will therefore be easier for you to read my comments.) Your second copy can be back-to-back. I’ll return to you the original version with the comments, and you can give me the back-to-back version for my files. The last day on which the paper will be accepted is Thursday, December 2, at 11:30 a.m. This final deadline is firm, so please respect it. 3. Journal Article: You will read one article from the professional journal Sex Roles. You’ll receive a short list of questions about the article, which you must answer (typed, not handwritten). This assignment will be due on October 25. You will need to write at least 2/3 of a page (single spaced) in order to provide enough detail about the research. Make two printed copies of your answers, one to keep for discussion, and one to hand in at the beginning of class, so that I can note that you turned it in. We will discuss the article in small groups on the day that the assignment is due. You will not receive a letter grade on this assignment; you are handing in your answers to the questions to demonstrate that you have read and thought about the article. I will also ask questions about the article on your exams. One point will be subtracted for every day that each assignment is late. In order to pass the course, you must hand in the journal-article summary no later than 10 days after its due date. The purpose of this assignment is to help you to think critically about research, so that you can appreciate how to critique your own research project and other psychology research. 4. Event Summaries: By Monday, December 6, please turn in a typed one-page summary for each of the two programs about women or diversity that you attended outside of class. I will specify which programs can be included in this assignment. They will include films, plays, and invited speakers—both in Geneseo and in the Rochester area. Also, please let me know about any potentially relevant programs you have heard about! Then we can share this information with others in the class. (However, do not substitute another program unless you check with me beforehand.) Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 5 of 381 Each summary must be at least 2/3 of a page in length (double spaced). I need a hard-copy version, rather than an e-mail version. It will be graded pass-fail, and one point will be subtracted for every day that the event summaries are late. In order to pass the course, you must turn in both summaries no later than Monday, December 13. Please see me in advance if some component of this event-summary assignment is difficult for you. Do not announce on the due date that you could not complete it. Also, do not attend an event unless we discussed it in class or in an email. Please note: Two students failed this course because they did not turn in appropriate event summaries. Another student failed the course because the summaries had been plagiarized. The purpose of this assignment is to broaden your understanding of the many aspects of women’s lives—and other dimensions of diversity—including areas outside psychology. Last semester, for instance, these areas included theater, political science, literature, multicultural programs, sociology, and criminal justice. Most students report that they found the programs very interesting and thought provoking! GRADING To determine your grade in the course, I will add up the total number of points you have obtained in the course. The following percentages will be used to determine your grade: A = 88 - 100% B = 78 - 87% C = 68 - 77% D = 58 - 67% E = below 58% Plus and minus grades will be given to students whose grades are near the boundaries. NOTICE ABOUT DISABILITY SERVICES: SUNY Geneseo will make reasonable accommodations for persons with documented physical, emotional, or learning disabilities. Students should contact Tabitha Buggie-Hunt, who is the Director of the Office of Disability Services (Erwin 105D) and also contact me to discuss needed accommodations. Please make these arrangements as soon as possible, so that you can do well in the course. Also, more information about services is available at <http://disability.geneseo.edu>. Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 6 of 381 ATTENDANCE I do not take attendance in this course. However, about half of the questions on exams are based on information that we discuss in class. Thus, students with high grades in the course are typically those with perfect attendance. If you miss a class, be sure to get the notes and assignments from someone in class. If you know you will be absent, arrange to have a friend pick up any material handed out in class. Make-up examinations will not be allowed unless you are seriously ill or have an extreme personal emergency. In those cases, please contact me before the exam, if possible, but no later than 2 days after the exam. CLASS SCHEDULE (Classes meet on Mondays from 4:00 to 6:30 p.m.) Date Course Content Reading August 30 Introduction Chapter 1 *** Monday, September 6 is Labor Day—No classes *** September 13 Gender Stereotypes Chapter 2 September 20 Infancy & Childhood Chapter 3 September 27 Adolescence Chapter 4 Cognitive Abilities & Achievement Chapter 5 October 4 EXAMINATION #1 (includes Chapters 1-5) Gender Comparisons in Social & Personality Chapter 6 *** Monday October 11 is Fall Break—No classes *** October 18 Preview Due for Your Research Paper Women and Work Chapter 7 October 25 Summary of Journal Article is Due Love Relationships Chapter 8 November 1 Sexuality Chapter 9 November 8 EXAMINATION #2 (includes class material discussed on Oct.18, Oct. 25, and Nov. 1, as well as textbook Chapters 6-9) Pregnancy Chapter 10 Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 7 of 381 November 15 Physical Health Chapter 11 November 22 Research Paper is Due Psychological Disorders Chapter 12 November 29 Violence Against Women Chapter 13 December 6 Event Summaries Are Due Older Adulthood Chapter 14 December 13 Moving Onward... Chapter 15 FINAL EXAMINATION: The comprehensive final exam includes all chapters and all lectures. It is scheduled for Monday, December 20, 6:45 to 9:30 p.m. Half of the questions will focus on the topics in the most recent material, Chapters 10-15, and half will focus on earlier topics, from Chapters 1-9. Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 8 of 381 PSYCHOLOGY OF WOMEN RESEARCH PROJECT HANDOUT Psychology of Women Dr. Margaret W. Matlin Psychology 308 Department of Psychology Spring, 2007 SUNY Geneseo Psychology of Women Research Project The purpose of this project is to introduce you to research about the Psychology of Women. You are not expected to conduct the ideal, perfectly controlled experiment. Instead, I hope that this exercise will provide you with a first-hand experience of the kinds of issues that researchers need to consider and the variety of challenges that research often presents. The projects generally fall into four categories: 1. Archival analyses, or quantified inspections of magazines, books, and other aspects of media, etc. A typical project here would be whether males and females are represented differently in the illustrations in elementary-school mathematics textbooks. 2. Questionnaires about interests, activities, and beliefs. A typical project would be whether students think that a wife should perform a greater portion of the household tasks than a husband performs. 3. Naturalistic observation, or recording of behavior in a natural setting. A typical project would be to determine whether girls and boys differ in their aggressive behavior at a public playground. 4. Experiments, with the controlled manipulation of variables. A typical project would be the study about aggression, described in the preview on p. 2. In all cases, you must test at least three hypotheses. Each hypothesis typically compares two numbers (e.g., “This sample of mathematics textbooks will show more males than females in the illustrations.”). Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 9 of 381 Preparing the Preview of Your Paper As specified in the course syllabus, you must turn in your paper preview in advance. This precaution is designed to assure that your topic is appropriate from the standpoint of both research design and ethics. I want to make certain that you have chosen a topic that can inspire a good paper! It’s fine to change topics, but you must provide me with a written copy of your new proposal before you begin the project. Again, this precaution is essential because I’ll need to make certain that your new proposal is methodologically and ethically appropriate. For this reason, I will not accept your actual paper unless I have approved your preview. (If you turn in a paper—for which I did not approve the preview—you will receive a score of 0 out of 55 on your paper.) Your paper preview must describe at least two of your three hypotheses, and it should provide a clear description of how you will test these hypotheses. If your preview is not satisfactory, you will lose points, and you will get a late start in conducting your research. I will distribute more information about the preview in several weeks. This handout will also describe the information you need to include in your preview. Here is an example of a good preview. Preview: Do People Judge an Aggressive Woman Differently from an Aggressive Man? The goal of my project will be to determine whether people judge an aggressive act differently, depending on the gender of the aggressive person. I will be constructing four separate vignettes, each describing an individual who is being aggressive. Here is a sample vignette, describing a male being aggressive: Joe is a 20-year-old college student. He has been having trouble with his car, so he took it in to the repair shop this morning. They promised that they would have his car ready by 3:00 this afternoon. When Joe returns to the shop at 3:00, he is told that it will not be ready until 4:00. At the top of his lungs, he screams, “You’ve got to be kidding! You promised me it would be ready by now! You can bet I’ll never come back here again!” How appropriate do you think Joe’s response was? (circle a number) 1 2 3 4 5 6 7 not at all appropriate very appropriate I plan to test 40 Geneseo students, and I’ll gather my sample (a convenience sample) on two different days from people passing through the College Union. I’ll have four groups of 10 students each: 1. 10 males, each judging four vignettes about males; 2. 10 females, each judging four vignettes about males; 3. 10 males, each judging four vignettes about females (i. e, the same vignette as above, but using a female’s name); 4. 10 females, judging vignettes about females. So far, I have two hypotheses: 1. People will give higher ratings to males than to females; that is, they will judge an aggressive male’s actions to be more appropriate than an aggressive female’s actions. 2. Male participants will be more likely than female participants to show this kind of biased judgment. Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 10 of 381 Ethical Considerations In class, we will consider ethical issues involved in studying human behavior. Three especially important issues are potential harm, anonymity, and informed consent. One of the most important concerns is that we must not psychologically harm the individuals we study. For that reason, certain topics will be considered “out of bounds” for this project. These topics are sexuality (e.g., sexual behavior, sexual orientation, abortion, unwanted pregnancy), violence (e.g., rape, battering, sexual harassment, child abuse), and drug issues (e.g., personal experience with alcohol and other drugs). If you turn in a preview that focuses on any of these topics, I will automatically reject the preview. However, you can conduct archival analyses on these topics because no people would be tested. We must also protect the anonymity of all participants. “Anonymity” means that the experimenter cannot identify which person provided which data. Thus, the participant’s name must not appear anywhere on any questionnaire or data sheet. Furthermore, data on individual people should be kept confidential and should not be supplied to anyone. It is important that we respect individuals’ rights to privacy. We must not harm humans in the process of learning more about them. If you conduct an actual experiment that does not include a written response sheet, you must obtain informed consent from each participant. Ethical guidelines specify that each participant must sign a sheet saying that they are participating without coercion and that they will experience no harm. We cannot require informed consent for naturalistic observation studies (by their very nature). Therefore, we will poll the class to determine whether any questionable naturalistic-observation study does indeed seem harmful. (Informed consent is not relevant for archival analyses. Informed consent is also not relevant for questionnaires; the SUNY Geneseo ethics review board says that a person automatically gives informed consent when she or he fills out a questionnaire.) The Write-up for Your Project You must prepare two complete copies of your paper prior to submitting the paper. Keep one copy, and turn the other copy in to me. This will also be important if your paper is lost. (In Fall, 2004, a student failed to make a copy of her paper. She lost her paper, and her computer crashed. She therefore had to write it over again.) After I’ve turned back your graded paper, you will give me either an unmarked copy or a photocopy of your graded paper for my files. You should keep the original paper—with my notations—to use as a guideline for your future writing. The report must be written in standard APA style. Details are available in a book on reserve called Publication Manual of the American Psychological Association (2001, 5th edition). The sample paper shown on pages 306–316 is especially helpful. Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 11 of 381 Try to follow the general APA format. I will not reduce your grade for some of the finer points in APA style. However, you should have the information in the correct sections of your paper. Here are the names of the sections, as well as their contents: 1. Introduction. This will require library research. I will mention some journals you might wish to examine, but PsycINFO will be your best resource. At the beginning of the introduction to your paper, discuss the general topic that you will be studying. Next, describe the findings that the previous research has shown (You’ll need at least two citations from academic journals or books, for this part of your paper. I will not accept citations from textbooks, the Internet, popular magazines, or summaries of dissertations in Dissertations Abstracts International.) At the end of the introduction, state your three hypotheses. So that I can easily determine the purpose of your study, please number them (e.g., “Hypothesis 1”). As we will discuss in class, each hypothesis should be stated in terms of a comparison, like the two hypotheses in the sample preview on page 2 of this handout. 2. Method. In this section, tell precisely what you did in the study. Describe the people you tested or the archival material you examined. Include a copy of the questionnaire, if you used one. Be as precise and detailed as possible. Details about research methods are crucial, so that you can identify potential sources of bias in your study. (In fact, your paper cannot receive an A or A- without extensive details in this section.) 3. Results. Summarize your findings, giving either averages or the number of items in each category. A table or a graph may be useful. You will be expected to perform statistical analyses in this section. For example, you may wish to demonstrate that the difference between two means is statistically significant, or that there are significantly more males than females represented in certain kinds of advertisements. You will receive a separate handout on statistics later, when you have a more complete idea about the nature of your data. In this section, you will be expected to perform at least three statistical comparisons (e.g., three chi-square analyses). 4. Discussion. For Psychology 308, this is the most important section of your paper. Briefly review your results. Discuss in detail any criticism of your research methods. Are there biases that can influence your major points? Can the results be interpreted in terms of any hypotheses other than the one you were testing? How would the results have been different if you had used a different subject population? Use Table 1.1 from your textbook to stimulate your thinking about biases. Also, provide specific examples (e.g. quotations from people’s responses on your questionnaires) that can illustrate your major points. You may also wish to include some exceptions (e.g., an impressively nonsexist advertisement). Also, consider what issues you would examine if you were to pursue the research further. In addition, discuss why your study was important—what implications does it have for people’s lives? Because the discussion section is the most important part of your paper, it will be the most important determinant of your grade on this project. 5. Abstract. (Write this last, but place this page at the beginning of the paper, right after the title page.) In one paragraph—about half a page—summarize what you did in the study and what you conclude. Try to imagine a bright Geneseo student who has taken only Introductory Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 12 of 381 Psychology. This student will be reading your abstract. Will she or he be able to understand your study, based only on this abstract? 6. Appendix. Your appendix should include your calculations for any chi-square tests. These calculations can be handwritten, but label which hypothesis each one is testing. Also, include photocopies or other examples, if you are investigating the print media. Include a copy of the questionnaire if you are doing a survey. I will consider writing style and spelling when grading your paper. In fact, if your writing style and spelling are weak, you cannot earn a solid A on this paper. This is not an English class, but good writing style is an important attribute of a competent psychologist. Look at the Psychology Department’s “Writing Guidelines for Psychology Papers” before you begin to write, and check them again before you proofread the paper. You can also locate some excellent papers from previous semesters by looking at the Electronic Reserve (Password = Psyc308). IMPORTANT: On the title page of your paper, hand-write the phrase, “I have reviewed the Psychology Department’s Writing Guidelines.” Then sign your name. This way, I know that you believe you have studied these guidelines appropriately. The length should run between 8 and 11 pages (not including the title page, tables, figures, or appendix). Do not write fewer than 8 pages or more than 11 pages. Please number your pages and use a standard font and margins. Double-space the entire paper. Be sure to include all possible relevant information that you think a reader should know about your study. I will not require you to see me before you begin your study. However, I would like to encourage you to do so. I can make suggestions on how you can formulate an idea for your study. We can also discuss how to examine the topic that interests you. Together, we can design a project that you’ll find intriguing. It’s important to find a topic that inspires you, because you will spend many hours with this project! Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 13 of 381 MORE DETAILS ABOUT THE PSYCHOLOGY OF WOMEN RESEARCH PROJECTS An important part of my course requirements in Psychology of Women is the individual research project. This assignment allows students to investigate a question that interests them, and it also provides concrete experiences with the research biases discussed in Chapter 1 of their textbook. I cannot claim that this project captures the imagination of every student. However, most students seem to enjoy gathering data about an issue that intrigues them, rather than writing a literature review. Many of them comment that they learned more about research techniques from this project than from their courses in research methods. Furthermore, in each class of 40 students, about 5 students have no experience with research methods. (Most of these students are in SUNY Geneseo’s Women’s Studies Program; their motivation for the content of this course certainly compensates for their lack of a pre-requisite course.) The project also supports two of my own goals for the course in Psychology of Women. First, it requires students to think critically and in depth about a psychological issue. They can learn more about topics such as alternate hypotheses and biased samples from their own projects than they can from classroom discussions and lectures. In addition, many students learn concretely through these projects about the biases that keep women from fulfilling their potential. This research project also helps students appreciate the many potential biases in the “research” described in the media. The projects can usually be classified into four categories: 1. Archival analyses, which are quantified inspections of magazines, books, and other media or documents. This is the most popular category, and students need to be warned not to choose an overly general topic (such as “Gender Stereotyping in Television Advertisements”). Some representative topics include the following: * “Multiculturalism and Gender in Required-Reading Literature in Rural High Schools” * “Gender Differences in Power in Prime-Time Television” * “Portrayal of Gender in Parenting Magazines: Have Our Attitudes Really Changed?”