Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of GENDER | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Ela ARI |
| Name of Lecturer(s) | Lect.Dr. Safiye Neslihan ERCAN |
| Assistant(s) | |
| Aim | The objective of this course is to study the concept of “gender” with all its definitions and details within psychological and sociological literature. |
| Course Content | This course contains; What is gender? Biological influences. Social influences. Identification and social learning theories. Parental influences.,Evaluating expectations for girls and boys. Peer influences. School and teacher influences. Media influences. Cognitive influences. Cognitive developmental theory. Gender schema theory. The role of language in gender development. ,“Mad” women? Gas lighting, glass ceiling; Film Discussion: “Gas Lighting” by Ingrid Bergman and Charles Boyer,Women rights- Mary Wollstonecraft,Women rights- Mary Wollstonecraft,“Madame Baptiste”- Guy de Maupassant,“Trouble Making Beauty”- Guy de Maupassant,Gender and unequality; gender with a global point of view; patriarchy,Gender and socialization; family; peers; education; mass communication; gender and social stratification; working men and women; violence,Theoretical analyses; feminism; different waves of feminism,Discussion of an article: “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”),Movies and books about women. Discussion,Design of a social responsibility project for women,Epilogue: What did we learn?; How to create an equal world?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.Will be able to define main topics and concepts in gender studies | 10, 13, 16, 9 | A |
| 2.Will be able to discuss topics related to gender | 10, 13, 16, 19, 9 | A |
| 3.Will be able to define research areas in gender studies | 10, 16, 19, 9 | A |
| 4.Will be able to discuss main concepts within the framework of movies and books (assigned by the instructor) | 10, 13, 16, 19, 9 | A |
| 5.İnsanlar için eşit bir dünya tanımlayabilir ve tasarlayabilirler | 10, 12, 14, 16, 19, 4, 9 | A |
| 6.Will be able to design a social responsibility project | 10, 12, 16, 19, 2, 5, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is gender? Biological influences. Social influences. Identification and social learning theories. Parental influences. | 1- “Life-Span Development” by John W. Santrock |
| 2 | Evaluating expectations for girls and boys. Peer influences. School and teacher influences. Media influences. Cognitive influences. Cognitive developmental theory. Gender schema theory. The role of language in gender development. | 1- “Life-Span Development” by John W. Santrock |
| 3 | “Mad” women? Gas lighting, glass ceiling; Film Discussion: “Gas Lighting” by Ingrid Bergman and Charles Boyer | 2- “Women Who Are Made Crazy” by Gönül Bakay |
| 4 | Women rights- Mary Wollstonecraft | 3- “Vindication of the Rights of Woman” by M. Wollstonecraft |
| 5 | Women rights- Mary Wollstonecraft | 3- “Vindication of the Rights of Woman” by M. Wollstonecraft |
| 6 | “Madame Baptiste”- Guy de Maupassant | 4- Stories by Guy de Maupassant |
| 7 | “Trouble Making Beauty”- Guy de Maupassant | 4- Stories by Guy de Maupassant |
| 8 | Gender and unequality; gender with a global point of view; patriarchy | 5- “Sociology” by J. J. Macionis |
| 9 | Gender and socialization; family; peers; education; mass communication; gender and social stratification; working men and women; violence | 5- “Sociology” by J. J. Macionis |
| 10 | Theoretical analyses; feminism; different waves of feminism | 5- “Sociology” by J. J. Macionis |
| 11 | Discussion of an article: “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) | 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| 12 | Movies and books about women. Discussion | 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| 13 | Design of a social responsibility project for women | 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| 14 | Epilogue: What did we learn?; How to create an equal world? | 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| Resources |
| 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 8 | 24 | |||
| Term Project | 1 | 40 | 40 | |||
| Presentation of Project / Seminar | 1 | 4 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 165 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(165/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGY of GENDER | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Ela ARI |
| Name of Lecturer(s) | Lect.Dr. Safiye Neslihan ERCAN |
| Assistant(s) | |
| Aim | The objective of this course is to study the concept of “gender” with all its definitions and details within psychological and sociological literature. |
| Course Content | This course contains; What is gender? Biological influences. Social influences. Identification and social learning theories. Parental influences.,Evaluating expectations for girls and boys. Peer influences. School and teacher influences. Media influences. Cognitive influences. Cognitive developmental theory. Gender schema theory. The role of language in gender development. ,“Mad” women? Gas lighting, glass ceiling; Film Discussion: “Gas Lighting” by Ingrid Bergman and Charles Boyer,Women rights- Mary Wollstonecraft,Women rights- Mary Wollstonecraft,“Madame Baptiste”- Guy de Maupassant,“Trouble Making Beauty”- Guy de Maupassant,Gender and unequality; gender with a global point of view; patriarchy,Gender and socialization; family; peers; education; mass communication; gender and social stratification; working men and women; violence,Theoretical analyses; feminism; different waves of feminism,Discussion of an article: “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”),Movies and books about women. Discussion,Design of a social responsibility project for women,Epilogue: What did we learn?; How to create an equal world?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.Will be able to define main topics and concepts in gender studies | 10, 13, 16, 9 | A |
| 2.Will be able to discuss topics related to gender | 10, 13, 16, 19, 9 | A |
| 3.Will be able to define research areas in gender studies | 10, 16, 19, 9 | A |
| 4.Will be able to discuss main concepts within the framework of movies and books (assigned by the instructor) | 10, 13, 16, 19, 9 | A |
| 5.İnsanlar için eşit bir dünya tanımlayabilir ve tasarlayabilirler | 10, 12, 14, 16, 19, 4, 9 | A |
| 6.Will be able to design a social responsibility project | 10, 12, 16, 19, 2, 5, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is gender? Biological influences. Social influences. Identification and social learning theories. Parental influences. | 1- “Life-Span Development” by John W. Santrock |
| 2 | Evaluating expectations for girls and boys. Peer influences. School and teacher influences. Media influences. Cognitive influences. Cognitive developmental theory. Gender schema theory. The role of language in gender development. | 1- “Life-Span Development” by John W. Santrock |
| 3 | “Mad” women? Gas lighting, glass ceiling; Film Discussion: “Gas Lighting” by Ingrid Bergman and Charles Boyer | 2- “Women Who Are Made Crazy” by Gönül Bakay |
| 4 | Women rights- Mary Wollstonecraft | 3- “Vindication of the Rights of Woman” by M. Wollstonecraft |
| 5 | Women rights- Mary Wollstonecraft | 3- “Vindication of the Rights of Woman” by M. Wollstonecraft |
| 6 | “Madame Baptiste”- Guy de Maupassant | 4- Stories by Guy de Maupassant |
| 7 | “Trouble Making Beauty”- Guy de Maupassant | 4- Stories by Guy de Maupassant |
| 8 | Gender and unequality; gender with a global point of view; patriarchy | 5- “Sociology” by J. J. Macionis |
| 9 | Gender and socialization; family; peers; education; mass communication; gender and social stratification; working men and women; violence | 5- “Sociology” by J. J. Macionis |
| 10 | Theoretical analyses; feminism; different waves of feminism | 5- “Sociology” by J. J. Macionis |
| 11 | Discussion of an article: “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) | 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| 12 | Movies and books about women. Discussion | 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| 13 | Design of a social responsibility project for women | 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| 14 | Epilogue: What did we learn?; How to create an equal world? | 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
| Resources |
| 1- “Life-Span Development” by John W. Santrock 2- “Women Who Are Made Crazy” by Gönül Bakay 3- “Vindication of the Rights of Woman” by M. Wollstonecraft 4- Stories by Guy de Maupassant 5- “Sociology” by J. J. Macionis 6- “Feminism and Environmental Ethics: A Materialist Perspective” by Mary Mellor (“Ethics and Environment”) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |