Chapter Resources

Student Learner Objectives

In reading Chapter 1, students will

1. Become acquainted with the controversies and divergent opinions about women and men.
2. Trace this history of psychology’s study of sex differences
3. Contrast the women’s movement and the men’s movement in terms of the goals and social impact.

Websites

The American Psychological Association's webpage makes a good starting place to explore gender issues in psychology. Examine the homepages for both Division 35, Society for the Psychology of Women (http://www.apa.org/about/division/div35.aspx) and Division 51, Society for the Study of Men and Masculinity (http://www.apa.org/about/division/div51.aspx) to understand the mission of these divisions, their current activities, and how to join as well as links to other sites.

Many other organizations have homepages filled with information. The National Organization for Women maintains an extensive website (www.now.org), and the National Organization of Men against Sexism (www.nomas.org) also has a good website.

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Student Learner Objectives

In reading Chapter 2, students will

1. Review the development and basic principles of science.
2. Compare qualitative and quantitative research designs.
3. Analyze the advantages and limitations of descriptive research designs.
4. Describe the advantages and limitations of experimental designs.
5. Evaluate the accusation that science has a masculinist bias.
6. Dissect the ways through which gender bias can enter the research process.
7. Explain the steps that researchers can take to minimize gender bias in research.

Websites

If you are interested in the history of women in science, check out 4000 Years of Women in Science (http://www.astr.ua.edu/4000WS/). This website contains biographies, references, and photos, as well as links to other sites.

GirlGeeks (http://www.girlgeeks.org/) is an online community devoted to girls and women who are interested in science and technology. It includes career information and tips, a forum to share information and support, and information about girls and women who are contributing to the technology field.

Girlstart (www.girlstart.org) is an organization devoted to promoting girls’ interest in and access to science experiences. It includes information about nationwide programs for girls and access to educational information and community programs.

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Student Learner Objectives

In reading Chapter 3, students will

1. Trace current gender stereotypes to the Cult of True Womanhood and the Male Gender Role Identity.
2. Evaluate approaches to the assessment of masculinity and femininity.
3. Differentiate among stereotyping, prejudice, and discrimination and determine the relationship among these concepts.
4. List the steps in the development of gender stereotypes over the lifespan.
5. Explore the intersection of gender stereotypes and other types of stereotypes.

Websites

Explore some of the subtleties of stereotyping at Project Implicit (https://implicit.harvard.edu/implicit/). This website is an extension of the research on implicit associations, which reveal stereotypes that people may not recognize that they have. This website allows visitors to take a variety of implicit associations assessments, including gender-career and gender-science.

Understanding Prejudice is an organization that maintains an extensive website with many resources, including a section on ambivalent sexism (http://www.understandingprejudice.org/asi/faq). Take the Ambivalent Sexism Inventory and see how subtle sexism can be.

The Let Toys Be Toys—For Girls and Boys campaign (http://www.lettoysbetoys.org.uk/), which originated in Great Britain, urges toymakers and children’s book publishers to eliminate the gendering of toys and books as a way to diminish the rampant gender stereotyping in those influential materials.

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Student Learner Objectives

In reading Chapter 7, students will

1. Explain the differences in IQ assessments from their beginnings to the present.
2. Contrast stereotypes of cognitive gender differences with the research evidence for verbal, quantitative, and spatial performance.
3. Name and describe the types of cognitive performance that show gender differences and those that fail to do so, including the size of any differences.
4. Analyze how stereotypes of cognitive gender differences can affect cognitive performance.
5. Discuss the implications of cognitive gender differences (and similarities) in terms of choices in school coursework and in careers.
6. Evaluate the discrepancy between the size of gender differences in ability and the size of gender differences in accomplishment.

Websites

FairTest: The National Center for Fair and Open Testing presents criticisms of standardized testing and advocates for alternatives. Their website includes a page (http://www.fairtest.org/sat-act-bias-persist) with critiques of the SAT and ACT; other sections of the website contain analysis and criticisms of other standardized tests and objections to the growing reliance on such tests.

Those who want to experience an IQ test can do so by visiting Queendom’s website (http://www.queendom.com/tests/testscontrol.htm?s=72). Although an online assessment does not offer the validity of testing by a trained administrator on one of current versions of tests developed by Binet or Wechsler, the “Classical IQ Test” option is intended to assess the same type and range of cognitive performance.

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Student Learner Objectives

In reading Chapter 1, students will

1. Analyze the differences between the experience and expression of emotion.
2. Specify the experiences that seem to be critical during early development for the emergence of adequate nurturing behaviors during adulthood.
3. Contrast the circumstances of women’s and men’s caring for children and their enjoyment of doing so.
4. Contrast anger and aggression, including the gender differences in each.
5. Compare the gender differences in aggression during childhood with those that exist during adulthood.
6. Evaluate the statement: Women initiate partner violence as often as men.
7. Analyze the gender difference in crime rates.
8. Contrast rape myths with research findings about rape.
9. Analyze gender differences and similarities in emotional expressivity.
10. Contrast cultural differences in attitudes toward aggression, including gender differences in that cross-cultural comparison.

Websites

Fathering Magazine is an e-zine (electronic magazine) devoted to men’s family issues (http://www.fathermag.com/). It has two editions; one includes articles oriented toward being a good, involved father, and the other focuses on divorce, custody, and child support issues. Both editions express quite a bit of anti-woman sentiment, especially attacks on feminists, but the website presents lots of positive information about fathering.

The Internet is a good source for information about domestic violence and its prevention. One such site is Springtide Resources (http://www.springtideresources.org/), which includes a variety of information related to family violence. MenWeb presents the perspective that women abuse men about as often as men abuse women (http://www.menweb.org/), backed by articles and statistics.

A variety of websites target sexual violence prevention. Two websites offer tips for preventing sexual violence; one is Stop Dating Violence (http://www.stopdatingviolence.org/) and another is It’s on Us (http://itsonus.org/). The latter is part of a campaign to enlist men and women to pledge to be vigilant and willing to intervene in situations that appear to be forced or coerced sex. The Rape, Abuse, and Incest National Network (www.rainn.org) maintains a website with information for victims, resources for counseling, and statistics about rape and sexual assault.

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Student Learner Objectives

In reading Chapter 9, students will

1. Compare the styles of friendships typical of men and women, tracing those styles from childhood to through adulthood.
2. Analyze cross-gender friendships, including some of the barriers to forming and maintaining such relationships.
3. Evaluate the challenges of maintaining friendships during adulthood.
4. Trace the history of dating as a way to find marriage partners.
5. Evaluate the impact of communication on the stability of committed relationships.
6. Evaluate what affects an unequal balance of power has on committed relationships.
7. Trace the changes that have occurred in the division of household work for individual in committed relationships over the past 50 years.
8. Analyze the gender differences in relationships dissolution.

Websites

The Public Broadcasting System (PBS) maintains a website with many resources, including information about child development. One section focuses on girls’ friendships (http://www.pbs.org/parents/parenting/raising-girls/friends-social-life/), which charts age-related development and discusses pitfalls and problems that arise in girls’ friendships. Interestingly, the section about raising boys has no similar information on boys’ friendships (although it contains good information about issues that boys face throughout their early development).

John Gray's Mars & Venus approach to romantic relationships has been influential in our culture but draws heavily on gender stereotypes but not so much on research. An article by Hara Estroff Marano, reprinted on Psychotherapy.net (https://www.psychotherapy.net/article/gottman-and-gray) reviews Gray's work, approach to couples’ counseling, and credentials in contrast with John Gottman, who is possibly the most important research psychologist to study relationship stability and dissolution.

QueenDom’s website includes Relationships as a topic (http://www.queendom.com/tests/testscontrol.htm?s=74), with over a dozen relationships tests.

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Student Learner Objectives

In reading Chapter 10, students will

1. Evaluate the advantages and disadvantages of investigating sexuality through the survey method.
2. Describe how Masters and Johnson’s approach added knowledge that was impossible to obtain through surveys.
3. Assess the frequency and impact of childhood sexual abuse on girls and boys.
4. Evaluate the successful and unsuccessful elements of sexuality education programs.
5. Describe the narrowing of gender differences in sexual behavior over the past 50 years.
6. Analyze rape myths and distinguish the myths from research evidence.
7. Explain how even small gender differences in sexual attitudes and behavior can produce large problems in heterosexual relationships.
8. List the challenges of defining sexual orientation.
9. Evaluate the impact of coming out as gay or lesbian.
10. Describe the similarities and differences of gay, straight, and bisexual couples in committed relationships.
11. Provide examples of the influence of culture in sexual behavior.

Websites

Sex is certainly a common topic on the Internet, and good advice is possible to find. Love is Respect (http://www.loveisrespect.org/healthy-relationships/sex-and-healthy-relationships/) provides a variety of materials to assist in developing skills to make good decisions about sex. It’s Your Call (https://thenationalcampaign.org/sites/default/files/resource-primary-download/It'sYourCall.pdf) is a program designed to help people to clarify their sexual values and to make good decisions.

Advocates for Youth (http://www.advocatesforyouth.org/) is another organization devoted to helping young people make good choices about their sexuality. Their website contains information about their approach and materials to help young people develop healthy sexuality, including orientations that are not heterosexual (http://www.advocatesforyouth.org/lgbtq-issues-home).

The Romance/Sexuality Tests at Queendom.com (http://www.queendom.com/tests/testscontrol.htm?s=16&t=1#h) provide a more light-hearted look at sexual decision making.

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Chapter Outline

Student Learner Objectives

In reading Chapter 11, students will

1. Describe how gender role behaviors provide different challenges for girls and boys during early schooling.
2. Evaluate the role of gender stereotyping in high school in terms of coursework and advice concerning careers.
3. Evaluate the impact of sexual harassment during high school and college.
4. Trace the changes in the gender balance of degrees awarded in college and professional schools over the past 50 years.
5. Evaluate the evidence concerning fear of success as a factor in women’s academic success.
6. Contrast women’s and men’s self-esteem and self-confidence and their role in achievement.
7. Explore gender differences in education throughout the world.

Websites

Gender equity in education is a challenge because girls and boys encounter different barriers. A website oriented toward equity for girls and science and technology (http://teachertech.rice.edu/Participants/mborrow/GenderEquity/gendsite.html) offers links to dozens of sites about education and about boys and girls. The Public Broadcasting System (PBS) maintains a website with a section on parenting, which includes an article on the problems that boys encounter during schooling and some strategies to manage problem situations (http://www.pbs.org/parents/raisingboys/school.html).

The American Association of University Women’s (AAUW) website contains an extensive collection of reports on education-related topics. One report analyzes the status of gender equity in education (http://www.aauw.org/resource/where-the-girls-are-the-facts-about-gender-equity-in-education/); another focuses on sexual harassment in school (http://www.aauw.org/resource/crossing-the-line-sexual-harassment-at-school/); another analyzes of the status of women in STEM fields (http://www.aauw.org/resource/why-so-few-women-in-science-technology-engineering-mathematics/).

The Bully Project (http://iwitnessbullying.org/) is an organization devoted to combat bullying. One aspect of the project is an app to report bullying, creating witnesses and records of incidents along with messages of support for victims.

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Student Learner Objectives

In reading Chapter 12, students will

1. Analyze the impact of gender stereotypes on career aspirations.
2. Identify the gender inequalities in career opportunities.
3. Describe the factors that contribute to the wage gap between male and female workers.
4. Define and give examples of the glass ceiling, the glass escalator, and the sticky floor.
5. Compare the challenge of balancing work and family for women and for men
6. Contrast sexual harassment in the workplace as a factor in men’s and women’s workplace experience.
7. Describe the interaction of gender and ethnicity as it applies to work and careers..

Websites

The U.S. Department of Labor has a website that includes a Women's Bureau (http://www.dol.gov/wb/). This site includes statistics, policies, and laws that apply to employed women, plus the site has many links.

Diversity Central (http://www.diversitycentral.com) is a commercial website devoted to information and services to integrate diversity into workplaces. This site includes many links to international sources that allow comparisons of diversity issues in the United States to other countries.

Catalyst (www.catalyst.org/) is an organization devoted to working with business to advance women. This organization sponsors research about women's role and progress in the business community. The press releases offer recent information about women in business, and the Knowledge Center tab offers access to a large number of Catalyst reports.

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Student Learner Objectives

In reading Chapter 13, students will

1. Analyze how women may be sicker, but men die quicker.
2. Identify the leading causes of death that create the gender gap in life expectancy.
3. Describe how gender becomes a factor in seeking and receiving health care.
4. Explore the ways that receiving medical care may discriminate against both women and men.
5. Contrast the challenges of maintaining reproductive health for men and women.
6. Examine how women’s and men’s eating habits create advantages and disadvantages for each sex.
7. Examine how gender roles are a factor in differences in physical activity habits and the positive and negative effects on health.

Websites

Healthfinder (<www.healthfinder.gov) is a gateway website for health information from the U.S. government. This site includes information on a variety of topics, including categories of men's and women's health. In addition, it furnishes hundreds of links to other sites. It also includes a search engine that allows you to find topics that are not obvious on the menu page. When searching for health-related information, this site is always a good place to start.

For information specific to women’s and men’s health, the National Women’s Health Information Center (http://www.womenshealth.gov/), sponsored by the Office on Women’s Health, contains a great deal of information of women’s health but also offers a section on men’s health. The U.S. Centers for Disease Control and Prevention (CDC) sponsors a website devoted to topics on men’s health (http://www.cdc.gov/men/).

The Siteman Cancer Center website (http://www.yourdiseaserisk.wustl.edu/) features assessments of disease risk to determine personal risk. The diseases include several of the leading causes of death, such as heart disease, stroke, and cancer.

Aimed at teen girls, Adiosbarbie.com (www.adiosbarbie.com) is a website devoted to positive body image. About Face (www.about-face.org/) is an organization devoted to challenging and changing images of women presented by the media. It concentrates on body image but also focus on other women's health issues.

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Student Learner Objectives

In reading Chapter 14, students will

1. Evaluate how family roles may create stress for women and for men.
2. TracContrast the ways in which the experience of violence may exert a more negative influence on women than on men.
3. Describe how poverty may create stress for women and men.
4. Identify ways in which the influence of gender roles may lead both men and women to less effective coping strategies.
5. Explain the differences in coping resources for women and men.
6. Identify ways that gender bias might become part of the system of diagnosis that appears in the Diagnostic and Statistical Manual of Mental Disorders.
7. Analyze how gender roles may influence the prevalence of depression and substance use disorders in men and women.

Websites

Many opportunities exist for online stress assessments. The original stress assessment is Holmes and Rahe’s Social Readjustment Rating Scale (https://socialwork.buffalo.edu/content/dam/socialwork/home/self-care-kit/holmes-rahe-life-stress-inventory.pdf). Other options include an assessment oriented toward college students (https://students.asu.edu/files/StressChecklist.pdf). Queendom offers a stress and coping assessment (http://www.queendom.com/tests/access_page/index.htm?idRegTest=3106).

The Social Psychology Network is an organization that maintains an extensive webpage (www.socialpsychology.org). This site includes over 5,000 links to psychology-related resources, including an extensive list of links to sites with information about clinical problems (http://www.socialpsychology.org/clinical.htm), which covers a wide range of topics, including eating disorders, depression, anxiety disorders, schizophrenia, and suicide.

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Student Learner Objectives

In reading Chapter 15, students will

1. Summarize the major approaches to treatment for mental disorders.
2. Point out the possibilities for gender bias in each of the major approaches to therapy for mental disorders.
3. List the principles and describe the clients of feminist therapy.
4. Explain how feminist therapy was once considered a radical approach but its principles no longer seem radical.
5. Discuss the barriers that men face in seeking therapy services.
6. Analyze how traditional gender roles contribute to sexual exploitation in therapy.
7. Compare gender issues in receiving therapy in self-help groups versus from a therapist.
8. Contrast the topics and experience of participating in face-to-face versus online self-help groups.
9. Point out the similarities in seeking mental health care around the world.

Websites

Man Therapy, the story that began this chapter, has a website (http://mantherapy.org/) that maintains the same light-hearted yet informative strategy for making mental health services available to men.

The Social Psychology Network is an organization that maintains an extensive webpage (www.socialpsychology.org). This site includes over 5,000 links to psychology-related resources, including an extensive list of links to sites with information about treatment (http://www.socialpsychology.org/clinical.htm#treatment). This list covers a wide range of topics, including links to sites furnishing background information on therapy and therapy effectiveness, online counseling, medications, social work, and how to locate a therapist.

Mental Health America’s website include a page that provides a guide to online support groups (http://www.mentalhealthamerica.net/find-support-groups), including an explanation of the process for online groups and an extensive set of links to groups.

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