Extended data for Gender Relations, Gender Roles and Beliefs

Gender Relations, Gender Roles and Beliefs

Institution

Eötvös Loránd University

Related programme

Social Integration

Code

SOCM17-121

ECTS

3

ISCED code

0314 Sociology and cultural studies

Language of instruction

English

Academic term

1/2

Title

Gender Relations, Gender Roles and Beliefs hu

Gender Relations, Gender Roles and Beliefs en

textbook: Rudman, L.A. & Glick, P. The Social Psychology of Gender. How Power and Intimacy Shape Gender Relations. The Guilford Press, 2008

Compulsory reading list textbook: Rudman, L.A. & Glick, P. The Social Psychology of Gender. How Power and Intimacy Shape Gender Relations. The Guilford Press, 2008 Recommended reading list Ridgeway, C. L. (2011). Framed by gender: How gender inequality persists in the modern world. Oxford University Press Becker, J. C. – Wagner, U. (2009) Doing gender differently - The interplay of strength of gender identification and content of gender identity in predicting women’s endorsement of sexist beliefs. European Journal of Social Psychology, 39, 487–508. Glick, P. & Whitehead, J. (2010) Hostility Toward Men and the Perceived Stability of Male Dominance. Social Psychology, Vol. 41.3.177–185. Eckes, T. (2002). Paternalistic and envious gender stereotypes: Testing predictions from the stereotype content model. Sex Roles, 47(3-4), 99-114. Lee, T. L., Fiske, S. T., Glick, P., & Chen, Z. (2010). Ambivalent sexism in close relationships:(Hostile) power and (benevolent) romance shape relationship ideals. Sex Roles, 62(7-8), 583-601. Masser, B., Viki, G. T., & Power, C. (2006) Hostile sexism and rape proclivity amongst men. Sex Roles, 54(7-8), 565-574. Loughnan, S., Pina, A., Vasquez, E. A., & Puvia, E. (2013). Sexual objectification increases rape victim blame and decreases perceived suffering. Psychology of Women Quarterly, 37(4), 455-461. Koenig, A.M. & Richeson, J.A. (2010) The Contextual Endorsement of Sexblind Versus Sexaware Ideologies. Social Psychology, Vol. 41.3.186–191. Becker, J. C., & Swim, J. K. (2011). Seeing the Unseen Attention to Daily Encounters With Sexism as Way to Reduce Sexist Beliefs. Psychology of Women Quarterly, 35(2), 227-242. Diekman, A. B., & Steinberg, M. (2013). Navigating social roles in pursuit of important goals: A communal goal congruity account of STEM pursuits. Social and Personality Psychology Compass, 7(7), 487-501. McIntyre, R. B., Lord, C. G., Gresky, D. M., Ten Eyck, L. L., Frye, G. J., & Bond Jr, C. F. (2005). A social impact trend in the effects of role models on alleviating women’s mathematics stereotype threat. Current Research in Social Psychology, 10(9), 116-36.

•    Introduction •    Understanding gender •    Dominance and interdependence •    Development of gender relations •    Content and origins of gender stereotypes •    Descriptive and prescriptive stereotyping •    Self-sustaining prophecies •    Obstacles to gender conformity •    Sexism in the workplace •    Love, romance, and sex •    Gender and violence •    Poster presentation •    Final test Learning activities, learning methods essay writing (experince of taking gender and homosexuality related IATs) lectures small group discussion own research, poster presentation and essay

Topics of the course Introduction Understanding gender Dominance and interdependence Development of gender relations Content and origins of gender stereotypes Descriptive and prescriptive stereotyping Self-sustaining prophecies Obstacles to gender conformity Sexism in the workplace Love, romance, and sex Gender and violence Poster presentation Final test Learning activities, learning methods essay writing (experince of taking gender and homosexuality related IATs) lectures small group discussion own research, poster presentation and essay

Learning requirements, mode of evaluation, criteria of evaluation: Requirements 10 % short essay 40 % poster presentation and essay 50 % test mode of evaluation: complex (written and oral) criteria of evaluation: adequate knowledge of the literature application of the theoretical knowledge for analysing examples of gender prejudices and stereotypes

Learning requirements, mode of evaluation, criteria of evaluation: requirements 10 % short essay 40 % poster presentation and essay 50 % test mode of evaluation: complex (written and oral) criteria of evaluation: adequate knowledge of the literature application of the theoretical knowledge for analysing examples of gender prejudices and stereotypes