Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012)
Contents
[Instructor’s Manual with Test Bank
Syllabus from Dr. Matlin’s Course 1
for
Research Project Handout 8
Margaret W. Matlin’s Details About Research Projects 13
Chapter Outlines 18
The Psychology of Women Test Bank 127
Seventh Edition (2012) 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
prepared by 6 Gender Comparisons in Social and
Personality Characteristics 232
Margaret W. Matlin 7 Women and Work 248
State University of New York at Geneseo 8 Love Relationships 269
9 Sexuality 288
10 Pregnancy, Childbirth, and Motherhood 307
Lucinda A. DeWitt
11 Women and Physical Health 324
DeWitt DeConstruction, Minneapolis, MN 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) Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012)
Psychology of Women Dr. Margaret W. Matlin
Psychology 308 Department of Psychology
Fall, 2010 SUNY Geneseo
SYLLABUS
SYLLABUS FROM COURSE DESCRIPTION
DR. MARGARET W. MATLIN’S COURSE
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.
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.) As the course instructor, I’m hopeful that each of you will work toward the following goals:
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
1. To understand the relevant information about the lives of girls and women—as well as
of the course.
gender—with a particular emphasis on the complexity of the issues.
You can find several additional syllabi for courses on the Psychology of Women or the
2. To develop critical-thinking skills, so that you can evaluate both the research in professional
Psychology of Gender on the website for the Society for the Teaching of Psychology (Division 2
journals and information described in the popular media.
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 3. To know how to design your own psychology research project, to conduct the research, and
Gender.”
to write an appropriately professional summary of your own research, emphasizing the
potential methodological flaws and strengths in your study.
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
4. To explore your own ideas and attitudes about gender, appreciating that we do not need to be
to women and gender, such as critical thinking, social class, social justice advocacy. I am the
constrained by our culture’s traditional gender roles.
current editor of this Teaching Section; please email me at , if you have an
idea about a potential article related to this teaching!
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,
On the first day of class, students also receive a description of the Psychology of Women
social class, and country of residence. We will also consider some information about
Research Project, an important component of my course. Later in this document you can find a
inequalities in other cultures, outside North America.
description of this project, as well as some details about the project.
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
1 of 381 2 of 381
, Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012)
photo of three middle-aged women, and do not use any shortened paperback version of the should state at least two of your hypotheses. Also describe how and where you plan to locate the
textbook.) 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
Your textbook is one I have written, and you’ll need to understand the material in the textbook in a couple of weeks, I’ll provide details about how to prepare this preview.
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 paper itself will be due at the beginning of class on Monday, November 22. (One point will
the lectures and class discussions, I will assume that you are familiar with this information. be subtracted for each day that either the paper preview or the paper is late.) You must turn in a
However, if any part of the textbook is not clear, please let me know! Then we can discuss that paper in order to pass this course. The purpose of this paper is to help you understand research
topic in class! 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
** You will also receive one journal article, which you will read and analyze for class tend to develop the best projects.
discussion. (See below for details.)
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
OFFICE HOURS 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
My scheduled office hours are Monday, 1:15-2:15 p.m., Tuesday, 11:30-12:30, and Thursday, the paper will be accepted is Thursday, December 2, at 11:30 a.m. This final deadline is firm, so
11:30-12:45. I may need to reschedule an occasional office hour on days when other please respect it.
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).
3. Journal Article:
I check my e-mail frequently, usually until about 9 p.m. (). Before
contacting me, be sure to check the syllabus and project description to be certain that your You will read one article from the professional journal Sex Roles. You’ll receive a short list of
question is not answered there. Please include the term “Psychology of Women” in the subject of questions about the article, which you must answer (typed, not handwritten). This assignment
your e-mail message. Also, proofread the message to make sure that your question is clear. This will be due on October 25. You will need to write at least 2/3 of a page (single spaced) in order
way, I will not delete your email by mistake, and I can quickly provide you with the most helpful to provide enough detail about the research. Make two printed copies of your answers, one to
response! 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 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. 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
REQUIREMENTS 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
1. Examinations: critically about research, so that you can appreciate how to critique your own research project
and other psychology research.
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 4. Event Summaries:
points. The final exam is cumulative, with an emphasis on the last part of the course.
By Monday, December 6, please turn in a typed one-page summary for each of the two programs
2. Research Paper: 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
The independent research paper is described in detail on a second handout, entitled “Psychology Geneseo and in the Rochester area. Also, please let me know about any potentially relevant
of Women Research Project.” This paper will be worth 55 points. Your preview for your programs you have heard about! Then we can share this information with others in the class.
independent research project will be due on Monday, October 18. In one to two pages, you (However, do not substitute another program unless you check with me beforehand.)
3 of 381 4 of 381
, Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012)
ATTENDANCE
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 I do not take attendance in this course. However, about half of the questions on exams are based
for every day that the event summaries are late. In order to pass the course, you must turn in both on information that we discuss in class. Thus, students with high grades in the course are
summaries no later than Monday, December 13. typically those with perfect attendance.
Please see me in advance if some component of this event-summary assignment is difficult for If you miss a class, be sure to get the notes and assignments from someone in class. If you know
you. Do not announce on the due date that you could not complete it. Also, do not attend an you will be absent, arrange to have a friend pick up any material handed out in class.
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 Make-up examinations will not be allowed unless you are seriously ill or have an extreme
because the summaries had been plagiarized. personal emergency. In those cases, please contact me before the exam, if possible, but no later
than 2 days after the exam.
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 CLASS SCHEDULE (Classes meet on Mondays from 4:00 to 6:30 p.m.)
semester, for instance, these areas included theater, political science, literature, multicultural
programs, sociology, and criminal justice. Most students report that they found the programs Date Course Content Reading
very interesting and thought provoking!
August 30 Introduction Chapter 1
GRADING *** Monday, September 6 is Labor Day—No classes ***
To determine your grade in the course, I will add up the total number of points you have September 13 Gender Stereotypes Chapter 2
obtained in the course. The following percentages will be used to determine your grade:
September 20 Infancy & Childhood Chapter 3
A = 88 - 100%
B = 78 - 87% September 27 Adolescence Chapter 4
C = 68 - 77% Cognitive Abilities & Achievement Chapter 5
D = 58 - 67%
E = below 58% October 4 EXAMINATION #1 (includes Chapters 1-5)
Gender Comparisons in Social & Personality Chapter 6
Plus and minus grades will be given to students whose grades are near the boundaries.
*** Monday October 11 is Fall Break—No classes ***
NOTICE ABOUT DISABILITY SERVICES: SUNY Geneseo will make reasonable October 18 Preview Due for Your Research Paper
accommodations for persons with documented physical, emotional, or learning disabilities. Women and Work Chapter 7
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 October 25 Summary of Journal Article is Due
these arrangements as soon as possible, so that you can do well in the course. Also, more Love Relationships Chapter 8
information about services is available at <http://disability.geneseo.edu>.
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
5 of 381 6 of 381
Contents
[Instructor’s Manual with Test Bank
Syllabus from Dr. Matlin’s Course 1
for
Research Project Handout 8
Margaret W. Matlin’s Details About Research Projects 13
Chapter Outlines 18
The Psychology of Women Test Bank 127
Seventh Edition (2012) 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
prepared by 6 Gender Comparisons in Social and
Personality Characteristics 232
Margaret W. Matlin 7 Women and Work 248
State University of New York at Geneseo 8 Love Relationships 269
9 Sexuality 288
10 Pregnancy, Childbirth, and Motherhood 307
Lucinda A. DeWitt
11 Women and Physical Health 324
DeWitt DeConstruction, Minneapolis, MN 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) Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012)
Psychology of Women Dr. Margaret W. Matlin
Psychology 308 Department of Psychology
Fall, 2010 SUNY Geneseo
SYLLABUS
SYLLABUS FROM COURSE DESCRIPTION
DR. MARGARET W. MATLIN’S COURSE
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.
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.) As the course instructor, I’m hopeful that each of you will work toward the following goals:
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
1. To understand the relevant information about the lives of girls and women—as well as
of the course.
gender—with a particular emphasis on the complexity of the issues.
You can find several additional syllabi for courses on the Psychology of Women or the
2. To develop critical-thinking skills, so that you can evaluate both the research in professional
Psychology of Gender on the website for the Society for the Teaching of Psychology (Division 2
journals and information described in the popular media.
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 3. To know how to design your own psychology research project, to conduct the research, and
Gender.”
to write an appropriately professional summary of your own research, emphasizing the
potential methodological flaws and strengths in your study.
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
4. To explore your own ideas and attitudes about gender, appreciating that we do not need to be
to women and gender, such as critical thinking, social class, social justice advocacy. I am the
constrained by our culture’s traditional gender roles.
current editor of this Teaching Section; please email me at , if you have an
idea about a potential article related to this teaching!
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,
On the first day of class, students also receive a description of the Psychology of Women
social class, and country of residence. We will also consider some information about
Research Project, an important component of my course. Later in this document you can find a
inequalities in other cultures, outside North America.
description of this project, as well as some details about the project.
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
1 of 381 2 of 381
, Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012)
photo of three middle-aged women, and do not use any shortened paperback version of the should state at least two of your hypotheses. Also describe how and where you plan to locate the
textbook.) 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
Your textbook is one I have written, and you’ll need to understand the material in the textbook in a couple of weeks, I’ll provide details about how to prepare this preview.
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 paper itself will be due at the beginning of class on Monday, November 22. (One point will
the lectures and class discussions, I will assume that you are familiar with this information. be subtracted for each day that either the paper preview or the paper is late.) You must turn in a
However, if any part of the textbook is not clear, please let me know! Then we can discuss that paper in order to pass this course. The purpose of this paper is to help you understand research
topic in class! 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
** You will also receive one journal article, which you will read and analyze for class tend to develop the best projects.
discussion. (See below for details.)
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
OFFICE HOURS 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
My scheduled office hours are Monday, 1:15-2:15 p.m., Tuesday, 11:30-12:30, and Thursday, the paper will be accepted is Thursday, December 2, at 11:30 a.m. This final deadline is firm, so
11:30-12:45. I may need to reschedule an occasional office hour on days when other please respect it.
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).
3. Journal Article:
I check my e-mail frequently, usually until about 9 p.m. (). Before
contacting me, be sure to check the syllabus and project description to be certain that your You will read one article from the professional journal Sex Roles. You’ll receive a short list of
question is not answered there. Please include the term “Psychology of Women” in the subject of questions about the article, which you must answer (typed, not handwritten). This assignment
your e-mail message. Also, proofread the message to make sure that your question is clear. This will be due on October 25. You will need to write at least 2/3 of a page (single spaced) in order
way, I will not delete your email by mistake, and I can quickly provide you with the most helpful to provide enough detail about the research. Make two printed copies of your answers, one to
response! 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 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. 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
REQUIREMENTS 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
1. Examinations: critically about research, so that you can appreciate how to critique your own research project
and other psychology research.
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 4. Event Summaries:
points. The final exam is cumulative, with an emphasis on the last part of the course.
By Monday, December 6, please turn in a typed one-page summary for each of the two programs
2. Research Paper: 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
The independent research paper is described in detail on a second handout, entitled “Psychology Geneseo and in the Rochester area. Also, please let me know about any potentially relevant
of Women Research Project.” This paper will be worth 55 points. Your preview for your programs you have heard about! Then we can share this information with others in the class.
independent research project will be due on Monday, October 18. In one to two pages, you (However, do not substitute another program unless you check with me beforehand.)
3 of 381 4 of 381
, Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012)
ATTENDANCE
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 I do not take attendance in this course. However, about half of the questions on exams are based
for every day that the event summaries are late. In order to pass the course, you must turn in both on information that we discuss in class. Thus, students with high grades in the course are
summaries no later than Monday, December 13. typically those with perfect attendance.
Please see me in advance if some component of this event-summary assignment is difficult for If you miss a class, be sure to get the notes and assignments from someone in class. If you know
you. Do not announce on the due date that you could not complete it. Also, do not attend an you will be absent, arrange to have a friend pick up any material handed out in class.
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 Make-up examinations will not be allowed unless you are seriously ill or have an extreme
because the summaries had been plagiarized. personal emergency. In those cases, please contact me before the exam, if possible, but no later
than 2 days after the exam.
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 CLASS SCHEDULE (Classes meet on Mondays from 4:00 to 6:30 p.m.)
semester, for instance, these areas included theater, political science, literature, multicultural
programs, sociology, and criminal justice. Most students report that they found the programs Date Course Content Reading
very interesting and thought provoking!
August 30 Introduction Chapter 1
GRADING *** Monday, September 6 is Labor Day—No classes ***
To determine your grade in the course, I will add up the total number of points you have September 13 Gender Stereotypes Chapter 2
obtained in the course. The following percentages will be used to determine your grade:
September 20 Infancy & Childhood Chapter 3
A = 88 - 100%
B = 78 - 87% September 27 Adolescence Chapter 4
C = 68 - 77% Cognitive Abilities & Achievement Chapter 5
D = 58 - 67%
E = below 58% October 4 EXAMINATION #1 (includes Chapters 1-5)
Gender Comparisons in Social & Personality Chapter 6
Plus and minus grades will be given to students whose grades are near the boundaries.
*** Monday October 11 is Fall Break—No classes ***
NOTICE ABOUT DISABILITY SERVICES: SUNY Geneseo will make reasonable October 18 Preview Due for Your Research Paper
accommodations for persons with documented physical, emotional, or learning disabilities. Women and Work Chapter 7
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 October 25 Summary of Journal Article is Due
these arrangements as soon as possible, so that you can do well in the course. Also, more Love Relationships Chapter 8
information about services is available at <http://disability.geneseo.edu>.
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
5 of 381 6 of 381
