Psych 581.002/WS 483.004 Mon/Wed 10-11:30 a.m.
Winter 1999, B261 East Hall
Special Topics in Social Psychology:
SOCIAL PSYCHOLOGY OF WOMEN'S BODIES
Instructor: Professor Barbara L. Fredrickson, Ph.D.
Office: 3006 East Hall
Email: blf@umich.edu
Phone: 763-1142
Office Hours: Wednesdays 2-4 p.m.
Course Description:
People's bodies have an enormous impact on their experiences, their actions and reactions, and their very sense of self. Although this point seems obvious, it is often missing within psychology. This course is developed on the premise that we can more fully understand the psychology of women by examining the social psychology of women's bodies. Bodies are complicated. They are not simply constructed from biological elements (including genes, anatomy, and hormones) but also from sociocultural elements (including cultural messages, interpersonal expectations and reactions, and personal beliefs). This course has two broad aims. One is to take in and absorb the complexities surrounding women's bodies and develop an appreciation for them. We'll do this by reading and discussing the emerging theoretical and empirical literature on the social psychology of women's bodies. The second aim is to cultivate your skills for thinking, speaking, and writing about complex psychological ideas. We'll meet this aim by providing you with multiple opportunities to communicate as you state and paraphrase your ideas, write and revise them, and critique and hone them.
Course Format and Pedagogical Philosophy:
I see learning and teaching as fundamentally collaborative processes, in which we must all participate actively. My hope is that you will learn at least as much from discussions with your peers both in and out of the classroom as you will from the readings and from me.
As you might expect, in-class discussions are a centerpiece of an advanced class like this. Although I will give short lectures at least weekly, most often we will be learning through in-depth discussions of the course readings and, more importantly, the questions and issues these readings raise. We will use three strategies to stimulate this level of engagement:
1. Read the assigned readings by the Sunday prior to each week's sessions.
2. E-mail me one or more Thought Questions before Sunday at midnight. These questions should address some aspect of the readings that you found particularly intriguing, troublesome, or confusing. Cross-fertilization of ideas across readings and class discussions is ideal. (Thought Questions count toward your class participation grade; you are required to submit them on at least 5 separate occasions.)
3. Be prepared each class meeting to describe and discuss each of that week's readings. Occasional Quizzes on the readings will be given without advance notice.
It should go without saying that this is the kind of class that requires regular attendance from all of us. Please come to each class meeting. If you are unavoidably absent, you may still submit your Thought Questions.
You will notice that late in the semester - Weeks 11 and 12 - topics are yet to be determined. I wanted to leave the possibilities for these weeks open so that we could work together to tailor this portion of the syllabus around topics of greatest interest to members of the class. We could go in any number of directions, and I would like to learn your particular interests early in the semester (through e-mail or an office hour visit). Some of the many possible topics to add include: women's health concerns, such as breast cancer and smoking; ethnic and cultural differences among women; mother-daughter relationships; women with physical disabilities; historical and/or cohort differences among women. Alternatively, we could choose to go further into depth on topics touched on earlier in the semester, such as dieting and eating disorders, exercise addictions, cosmetic surgery, or beauty practices. The point is for you to tell me what topic(s) you would most like to pursue. I will also ask members of the class to generate possible readings, providing yet another way for you to earn class participation credit.
To further enrich the collaborative learning process, the term paper for this course can be based on empirical projects conducted by teams as well as by individuals. In addition, we will collaborate to strengthen your writing by adopting a peer review system. Each of you will choose (or be assigned) one peer in the class with whom you will regularly share ideas and writing. Your responsibility as a writing partner is to comment on your partner's ideas and writing in a thorough and constructive manner. Using this peer review system - in conjunction with feedback from me - your term paper will develop through multiple iterations, eventually working up to a complete empirical paper. Major deadlines are
FEB 22 and APR 5. (Please write these dates in your calendar - late papers and drafts will receive lower grades.) By submitting an early draft of your term paper, you will have the opportunity to incorporate the constructive feedback you receive from both me and your writing partner into your final term paper. At the end of the semester, you will have the opportunity to share your ideas and results will the class in an individual or group presentation. I will provide you with additional details on the specific requirements for the term paper, peer reviewing, and the in-class presentations in the weeks to come.
Three Short Papers (3-4 pages) are also required for this course. These are due on JAN 13, FEB 3, and APR 19. (Again, record these dates; grades will be lowered for missed deadlines). At least one of these papers will be based on a diary you keep of your own day-to-day body experiences. Details will be provided in handouts distributed in class.
Finally, as you begin to read for this course, keep an eye out for topics that especially interest you; these can be good starting points for your term paper. As soon as you have some interests in mind, come by during my office hours and I'll give you whatever leads and advice that I can. I would also be delighted to meet you - individually or in small groups - more informally over at Cava Java instead of in my office. Just let me know.
Course Requirements:
So, this course requires that you (1) actively participate in class, (2) write three Short Papers, (3) keep a Body Diary, (4) write a Term Paper that develops over at least two drafts, (5) conduct empirical research for your Term Paper, (6) conduct peer reviews of another student's writing, and (7) present your empirical project in-class. Credit for class participation can be gained in various ways: by actively and thoughtfully participating in class discussions, by submitting Thought Questions at least 5 times, by performing well on in-class Quizzes, and by suggesting Readings for Weeks 11 and 12. There will be no final exam in this course.
Your final grade will be based on your achievements on these requirements weighted in the following manner:
Class Participation 15%
Short Paper #1 10%
Short Paper #2 10%
Short Paper #3 10%
Body Diary 5%
Empirical Term Paper 40%
Peer Reviewing 5%
In-class Research Presentation 5%
Required Reading
You should purchase one text for this course:
Roberts, T. (1997). The Lanahan Readings in Psychology of Women. Baltimore: Lanahan. [ISBN: 0-9652687-2-1] Selections from this book are indicated on syllabus as "PW Readings"
To minimize the additional costs associated with this course, all other readings are available through The University Library Reserve Service, located on the 2nd floor of the Shapiro Undergraduate Library. You may make photocopies of these readings throughout the semester. You may also check the Course Reserve List on the web at:
http://www.lib.umich.edu/libhome/Reserves/
Schedule of Readings, Aims, and Deadlines
Week 1: Introductions & Course Overview Jan 6
Readings:
1. Atwood, M. (1991). The female body. In L. Goldstein (Ed.) The female body: Figures, styles, speculations (pp. 1-4). Ann Arbor: University of Michigan Press.
Aim: Distribute Short Paper #1
Week 2. Cultural Representations of Women and Women's Bodies Jan 11-13
Readings:
1. Berger, J. (1972). Ways of seeing. London: Penguin. [PW Reading #10]
2. Archer, D., Iritani, B., Kimes, D.D., & Barrios, M. (1983). Face-ism: Five studies of sex differences in facial prominence. Journal of Personality and Social Psychology, 45, 725-735.
3. Bordo, S. (1991). "Material Girl": The effacements of postmodern culture. In L. Goldstein (Ed.) The female body: Figures, styles, speculations (pp. 106-130). Ann Arbor: University of Michigan Press.
4. Wooley, O. W. (1994). And man created "woman": Representations of women's bodies in western culture. In P. Fallon, M. A. Katzman, & S. C. Wooley (Eds). Feminist perspectives on eating disorders (pp. 17-52). New York: Guilford.
Deadline: Short Paper #1 due in class Wednesday, Jan 13
Week 3. Importance of Women's Bodies and Physical Appearance Jan 20
Readings:
1. Dion, K., Berscheid, E., & Walster, E. (1972). What is beautiful is good. Journal of Personality and Social Psychology, 24, 285-290.
2. Tseeelan, E. (1992). What is beautiful is bad: Physical attractiveness as stigma. Journal for the Theory of Social Behaviour, 22, 295-309.
3. Holland, D., & Skinner, D. (1987). Prestige and intimacy: The cultural models behind Americans' talk about gender types. In D. Holland & N. Quinn (Eds.), Cultural models in language and thought (pp. 78-111). Cambridge: Cambridge University Press.
4. Singh, D. (1993). Adaptive significance of female physical attractiveness: Role of waist-to-hip ratio. Journal of Personality and Social Psychology, 65, 293-307.
Aim: Discuss Body Diaries
Week 4. Treatment of Girls and Women and Their Bodies Jan 25-27
Readings:
1. Martin, K. A. (1998). Becoming a gendered body: Practices of preschools. American Sociological Review, 63, 494-511.
2. American Association of University Women. (1993). Hostile Hallways: The AAUW Survey on Sexual Harassment in American Schools. The AAUW Educational Foundation.
3. Gardner, C. B. (1980). Passing by: Gender and Public Harassment. [Read Chapter 1, "Introduction: Women and Public Places"]. Berkeley: University of California Press.
4. Henley, N. M. & LaFrance, M. (1996). Gender as culture: Differences and domination in nonverbal behavior. [PW Reading #48]
5. Koss, M. (1990). The women's mental health research agenda: Violence against women. [PW Reading #34]
Aim: Distribute & discuss Short Paper #2
Week 5. Consequences of Objectification Feb 1-3
Readings:
1. de Beauvoir, S. (1952/1993) The Second Sex [Chapter 13, read first quarter (~12 pgs.), through "This cult of the self…"] New York: Knopf.
2. Brumberg, J. J. (1997) The body project: An intimate history of American girls. [Read Chapter 4, "Body Projects"]. New York: Random House.
3. Fredrickson, B. L. & Roberts, T. (1997). Objectification theory: Towards an explanation of women's lived experiences and mental health risks. [PW Reading #35]
4. Fredrickson, B. L., Roberts, T., Noll, S. M., Quinn, D. M., & Twenge, J. M. (1998). That swimsuit becomes you: Sex differences in self-objectification, restrained eating, and math performance. Journal of Personality and Social Psychology, 75, 269-284.
5. Silberstein, L. R., Striegel-Moore, R., & Rodin, J. (1987). Feeling fat: A woman's shame. In H. B. Lewis (Ed.), The role of shame in symptom formation (pp. 89-108). Hillsdale, NJ: Lawrence Erlbaum.
6. Zellner, D. A., Harner, D. E., & Adler, R. L. (1989). Effects of eating abnormalities and gender on perceptions of desirable body shape. [PW Reading #33]
Deadline: Short Paper #2 due in class Wednesday, Feb 3.
Week 6. Girls at Puberty: Developing a Woman's Body Feb 8-10
Readings:
1. Pipher, M. (1994) Reviving Ophelia [PW Reading #32]
2. Martin, K. (1996). Puberty, sexuality, and the self: Girls and boys at adolescence [Read Chapter 3, "My hair is my accomplishment: Gender differences at puberty"] New York: Routledge.
3. Golub, S. (1983) Menarche: The beginning of menstrual life. [PW Reading #6]
4. Steinem, G. (1983). If men could menstruate. [PW Reading #7]
5. Cayleff, S. E. (1992). She was rendered incapacitated by menstrual difficulties: Historical perspectives on perceived intellectual and physiological impairments among menstruating women. [PW Reading # 8]
6. Angier, N. (1993). Radical new view of role of menstruation. [PW Reading #9]
Aims: Discuss Term Paper Assignment; Forge Term Paper Ideas
Week 7. Sexuality Feb 15-17
Readings:
1. Oliver, M. B. & Hyde, J. S. (1993). Gender differences in sexuality: A meta-analysis. Psychological Bulletin, 114, 29-51.
2. Fine, M. (1988). Sexuality, schooling, and adolescent females: The missing discourse of desire. Harvard Educational Review, 58, 29-53.
3. Martin, K. (1996). Puberty, sexuality, and the self: Girls and boys at adolescence [Read Chapter 4, "I couldn't ever picture myself having sex…: Gender differences in sex and sexual subjectivity"] New York: Routledge.
4. Daniluk, J. C. (1993). The meaning and experience of female sexuality: A phenomenological analysis. [PW Reading #11]
5. Rich, A. (1986). Compulsory heterosexuality and lesbian existence. [PW Reading #12]
6. Angier, N. (1995). What women really want. [PW Reading #13]
Aims: Solidify Empirical Project Teams (teams optional)
Get Term Paper topics & methods approved by Prof. Fredrickson
Week 8. Women and Sports Feb 22-24
Readings:
1. President's Council on Physical Fitness and Sports (1997). Physical activity and sport in the lives of girls, Executive Summary.
2. Young, I. M. (1990). Throwing like a girl and other essays in feminist philosophy and social theory. [Read Chapter 8, "Throwing like a girl: A phenomenology of feminine body comportment, motility, and spatiality"] Bloomington: Indiana University Press.
3. Holmlund, C. A. (1989). Visible difference and flex appeal: The body, sex, sexuality, and race in the Pumping Iron films. Cinema Journal, 28, 38-51. [also reprinted in S. Birrell & C. L. Cole (Eds.) Women, Sport, and Culture (pp. 299-313). Champaign, IL: Human Kinetics.
4. Blais, M. H. (1993). In these girls, hope is a muscle: A season in the lives of the Amherst Hurricanes. [PW Reading #5]
5. [ADDITIONAL READING T.B.A.]
Deadline: Draft of Term Paper submitted to Writing Partner in class, Monday, Feb 22
Aim: Discuss Peer Review Process
Deadline: Peer Review submitted to Prof. Fredrickson, Wednesday, Feb 24
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Week 9. Motherhood Mar 8-10
Readings:
1. Martin, E. (1992). The woman in the body: A cultural analysis of reproduction. Boston: Beacon Press. [Read Chapters 4, 8, and 9]
2. Harjo, J. (1991) Three generations of Native American Women's Birth Experience. [PW Reading # 14]
3. Gerson, M., Alpert, J. L., & Richardson, M. S. (1984). Mothering: The view from psychological research. [PW Reading #15]
4. Hrdy, S. B. (1995). Natural born mothers. [PW Reading #16]
Aim: Reviews of Term Paper Draft returned in class, Wednesday, Mar 10
Week 10. Aging Women / Aging Bodies Mar 15-17
Readings:
1. Gergen, M. M. (1990). Finished at Forty: Women's development within the patriarchy. [PW Reading #18]
2. Levin, S. (1992). Champion Athletes - Over 50. [PW Reading #19]
3. Davis, K. (1997). "My body is my art": Cosmetic surgery as feminist utopia? In K. Davis (Ed.) Embodied practices: Feminist perspectives on the body (pp. 168-181). Thousand Oaks, CA: Sage.
4. Rodeheaver, D. & Stohs, J. (1991). The adaptive misperception of age in older women: Sociocultural images and psychological mechanisms of control. Educational Gerontology, 17, 141-156.
Weeks 11-12: Self- and/or Class-Chosen Topics Mar 22-31
Readings: T.B.A. based on class members' suggestions
Aims: Update Prof. Fredrickson on Empirical Project progress
Distribute and discuss Short Paper #3
Weeks 13-14: Individual and Group Project Presentations Apr 5-14
Deadline: Final Research Paper submitted to Writing Partner in class Monday, Apr 5
Deadline: Peer Review submitted to Prof. Fredrickson in class Wednesday, Apr 7
Week 15: Course Wrap-Up Apr 19
Deadline: Short Paper #3 due in class Monday, Apr 19