Test Bank For The Psychology of Women (Instructor’s Manual) Seventh Edition by Margaret W. Matlin’s.

Test Bank For The Psychology of Women (Instructor’s Manual) Seventh Edition by Margaret W. Matlin’s. PSYCHOLOGY OF WOMEN RESEARCH PROJECT HANDOUT Psychology of Women Psychology 308 Psychology of Women Research Project The purpose of this project is to introduce you to research about the Psychology of Women. You are not expected to conduct the ideal, perfectly controlled experiment. Instead, I hope that this exercise will provide you with a first-hand experience of the kinds of issues that researchers need to consider and the variety of challenges that research often presents. The projects generally fall into four categories: 1. Archival analyses, or quantified inspections of magazines, books, and other aspects of media, etc. A typical project here would be whether males and females are represented differently in the illustrations in elementary-school mathematics textbooks. 2. Questionnaires about interests, activities, and beliefs. A typical project would be whether students think that a wife should perform a greater portion of the household tasks than a husband performs. 3. Naturalistic observation, or recording of behavior in a natural setting. A typical project would be to determine whether girls and boys differ in their aggressive behavior at a public playground. 4. Experiments, with the controlled manipulation of variables. A typical project would be the study about aggression, described in the preview on p. 2. In all cases, you must test at least three hypotheses. Each hypothesis typically compares two numbers (e.g., “This sample of mathematics textbooks will show more males than females in the illustrations.”). Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 9 of 381 Preparing the Preview of Your Paper As specified in the course syllabus, you must turn in your paper preview in advance. This precaution is designed to assure that your topic is appropriate from the standpoint of both research design and ethics. I want to make certain that you have chosen a topic that can inspire a good paper! It’s fine to change topics, but you must provide me with a written copy of your new proposal before you begin the project. Again, this precaution is essential because I’ll need to make certain that your new proposal is methodologically and ethically appropriate. For this reason, I will not accept your actual paper unless I have approved your preview. (If you turn in a paper—for which I did not approve the preview—you will receive a score of 0 out of 55 on your paper.) Your paper preview must describe at least two of your three hypotheses, and it should provide a clear description of how you will test these hypotheses. If your preview is not satisfactory, you will lose points, and you will get a late start in conducting your research. I will distribute more information about the preview in several weeks. This handout will also describe the information you need to include in your preview. Here is an example of a good preview. Preview: Do People Judge an Aggressive Woman Differently from an Aggressive Man? The goal of my project will be to determine whether people judge an aggressive act differently, depending on the gender of the aggressive person. I will be constructing four separate vignettes, each describing an individual who is being aggressive. Here is a sample vignette, describing a male being aggressive: Joe is a 20-year-old college student. He has been having trouble with his car, so he took it in to the repair shop this morning. They promised that they would have his car ready by 3:00 this afternoon. When Joe returns to the shop at 3:00, he is told that it will not be ready until 4:00. At the top of his lungs, he screams, “You’ve got to be kidding! You promised me it would be ready by now! You can bet I’ll never come back here again!” How appropriate do you think Joe’s response was? (circle a number) 1 2 3 4 5 6 7 not at all appropriate very appropriate I plan to test 40 Geneseo students, and I’ll gather my sample (a convenience sample) on two different days from people passing through the College Union. I’ll have four groups of 10 students each: 1. 10 males, each judging four vignettes about males; 2. 10 females, each judging four vignettes about males; 3. 10 males, each judging four vignettes about females (i. e, the same vignette as above, but using a female’s name); 4. 10 females, judging vignettes about females. So far, I have two hypotheses: 1. People will give higher ratings to males than to females; that is, they will judge an aggressive male’s actions to be more appropriate than an aggressive female’s actions. 2. Male participants will be more likely than female participants to show this kind of biased judgment. Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 10 of 381 Ethical Considerations In class, we will consider ethical issues involved in studying human behavior. Three especially important issues are potential harm, anonymity, and informed consent. One of the most important concerns is that we must not psychologically harm the individuals we study. For that reason, certain topics will be considered “out of bounds” for this project. These topics are sexuality (e.g., sexual behavior, sexual orientation, abortion, unwanted pregnancy), violence (e.g., rape, battering, sexual harassment, child abuse), and drug issues (e.g., personal experience with alcohol and other drugs). If you turn in a preview that focuses on any of these topics, I will automatically reject the preview. However, you can conduct archival analyses on these topics because no people would be tested. We must also protect the anonymity of all participants. “Anonymity” means that the experimenter cannot identify which person provided which data. Thus, the participant’s name must not appear anywhere on any questionnaire or data sheet. Furthermore, data on individual people should be kept confidential and should not be supplied to anyone. It is important that we respect individuals’ rights to privacy. We must not harm humans in the process of learning more about them. If you conduct an actual experiment that does not include a written response sheet, you must obtain informed consent from each participant. Ethical guidelines specify that each participant must sign a sheet saying that they are participating without coercion and that they will experience no harm. We cannot require informed consent for naturalistic observation studies (by their very nature). Therefore, we will poll the class to determine whether any questionable naturalistic-observation study does indeed seem harmful. (Informed consent is not relevant for archival analyses. Informed consent is also not relevant for questionnaires; the SUNY Geneseo ethics review board says that a person automatically gives informed consent when she or he fills out a questionnaire.) The Write-up for Your Project You must prepare two complete copies of your paper prior to submitting the paper. Keep one copy, and turn the other copy in to me. This will also be important if your paper is lost. (In Fall, 2004, a student failed to make a copy of her paper. She lost her paper, and her computer crashed. She therefore had to write it over again.) After I’ve turned back your graded paper, you will give me either an unmarked copy or a photocopy of your graded paper for my files. You should keep the original paper—with my notations—to use as a guideline for your future writing. The report must be written in standard APA style. Details are available in a book on reserve called Publication Manual of the American Psychological Association (2001, 5th edition). The sample paper shown on pages 306–316 is especially helpful. Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 11 of 381 Try to follow the general APA format. I will not reduce your grade for some of the finer points in APA style. However, you should have the information in the correct sections of your paper. Here are the names of the sections, as well as their contents: 1. Introduction. This will require library research. I will mention some journals you might wish to examine, but PsycINFO will be your best resource. At the beginning of the introduction to your paper, discuss the general topic that you will be studying. Next, describe the findings that the previous research has shown (You’ll need at least two citations from academic journals or books, for this part of your paper. I will not accept citations from textbooks, the Internet, popular magazines, or summaries of dissertations in Dissertations Abstracts International.) At the end of the introduction, state your three hypotheses. So that I can easily determine the purpose of your study, please number them (e.g., “Hypothesis 1”). As we will discuss in class, each hypothesis should be stated in terms of a comparison, like the two hypotheses in the sample preview on page 2 of this handout. 2. Method. In this section, tell precisely what you did in the study. Describe the people you tested or the archival material you examined. Include a copy of the questionnaire, if you used one. Be as precise and detailed as possible. Details about research methods are crucial, so that you can identify potential sources of bias in your study. (In fact, your paper cannot receive an A or A- without extensive details in this section.) 3. Results. Summarize your findings, giving either averages or the number of items in each category. A table or a graph may be useful. You will be expected to perform statistical analyses in this section. For example, you may wish to demonstrate that the difference between two means is statistically significant, or that there are significantly more males than females represented in certain kinds of advertisements. You will receive a separate handout on statistics later, when you have a more complete idea about the nature of your data. In this section, you will be expected to perform at least three statistical comparisons (e.g., three chi-square analyses). 4. Discussion. For Psychology 308, this is the most important section of your paper. Briefly review your results. Discuss in detail any criticism of your research methods. Are there biases that can influence your major points? Can the results be interpreted in terms of any hypotheses other than the one you were testing? How would the results have been different if you had used a different subject population? Use Table 1.1 from your textbook to stimulate your thinking about biases. Also, provide specific examples (e.g. quotations from people’s responses on your questionnaires) that can illustrate your major points. You may also wish to include some exceptions (e.g., an impressively nonsexist advertisement). Also, consider what issues you would examine if you were to pursue the research further. In addition, discuss why your study was important—what implications does it have for people’s lives? Because the discussion section is the most important part of your paper, it will be the most important determinant of your grade on this project. 5. Abstract. (Write this last, but place this page at the beginning of the paper, right after the title page.) In one paragraph—about half a page—summarize what you did in the study and what you conclude. Try to imagine a bright Geneseo student who has taken only Introductory Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 12 of 381 Psychology. This student will be reading your abstract. Will she or he be able to understand your study, based only on this abstract? 6. Appendix. Your appendix should include your calculations for any chi-square tests. These calculations can be handwritten, but label which hypothesis each one is testing. Also, include photocopies or other examples, if you are investigating the print media. Include a copy of the questionnaire if you are doing a survey. I will consider writing style and spelling when grading your paper. In fact, if your writing style and spelling are weak, you cannot earn a solid A on this paper. This is not an English class, but good writing style is an important attribute of a competent psychologist. Look at the Psychology Department’s “Writing Guidelines for Psychology Papers” before you begin to write, and check them again before you proofread the paper. You can also locate some excellent papers from previous semesters by looking at the Electronic Reserve (Password = Psyc308). IMPORTANT: On the title page of your paper, hand-write the phrase, “I have reviewed the Psychology Department’s Writing Guidelines.” Then sign your name. This way, I know that you believe you have studied these guidelines appropriately. The length should run between 8 and 11 pages (not including the title page, tables, figures, or appendix). Do not write fewer than 8 pages or more than 11 pages. Please number your pages and use a standard font and margins. Double-space the entire paper. Be sure to include all possible relevant information that you think a reader should know about your study. I will not require you to see me before you begin your study. However, I would like to encourage you to do so. I can make suggestions on how you can formulate an idea for your study. We can also discuss how to examine the topic that interests you. Together, we can design a project that you’ll find intriguing. It’s important to find a topic that inspires you, because you will spend many hours with this project! Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 13 of 381 MORE DETAILS ABOUT THE PSYCHOLOGY OF WOMEN RESEARCH PROJECTS An important part of my course requirements in Psychology of Women is the individual research project. This assignment allows students to investigate a question that interests them, and it also provides concrete experiences with the research biases discussed in Chapter 1 of their textbook. I cannot claim that this project captures the imagination of every student. However, most students seem to enjoy gathering data about an issue that intrigues them, rather than writing a literature review. Many of them comment that they learned more about research techniques from this project than from their courses in research methods. Furthermore, in each class of 40 students, about 5 students have no experience with research methods. (Most of these students are in SUNY Geneseo’s Women’s Studies Program; their motivation for the content of this course certainly compensates for their lack of a pre-requisite course.) The project also supports two of my own goals for the course in Psychology of Women. First, it requires students to think critically and in depth about a psychological issue. They can learn more about topics such as alternate hypotheses and biased samples from their own projects than they can from classroom discussions and lectures. In addition, many students learn concretely through these projects about the biases that keep women from fulfilling their potential. This research project also helps students appreciate the many potential biases in the “research” described in the media. The projects can usually be classified into four categories: 1. Archival analyses, which are quantified inspections of magazines, books, and other media or documents. This is the most popular category, and students need to be warned not to choose an overly general topic (such as “Gender Stereotyping in Television Advertisements”). Some representative topics include the following: * “Multiculturalism and Gender in Required-Reading Literature in Rural High Schools” * “Gender Differences in Power in Prime-Time Television” * “Portrayal of Gender in Parenting Magazines: Have Our Attitudes Really Changed?” Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 14 of 381 * “Comparisons of Ethnicity Portrayal and the Portrayal of Females in US and German Cosmopolitan Magazines” * “An Examination of the Personal Advertisements in Korean-American Newspapers” * “How Gender Influences Talk Show Interviews” * “Alcohol Advertisements in Black- and White-Oriented Magazines” * “Gender Stereotyping of Leisure Activities, as Portrayed in Travel Brochures” * “Boys’ and Girls’ Reactions to School, as Illustrated in Children’s Picture Books” * “College Websites: Focus and Portrayal of Gender” * “Using Personal Advertisements on the World Wide Web to Examine What Men and Women Value in Potential Partners” * “Aunt Flo: Friend or Foe? A Study of the Representation of Menstruation in Advertisements” * “Television Sports Stations: How Much Time Do They Devote to Each Gender?” * “‘Women and Children First’: Stereotyped Appeals to Charitable Natures” [Charities show almost no men in their website photographs.] * “Media Attention to the Physical Appearance and Clothing of Male and Female Politicians” * “The Underrepresentation of Older Women in Popular Magazines’ Lists of Beautiful People” * “Where Are the Girls on Public Broadcasting System’s Programs for Children?” 2. Questionnaires on interests, activities, and beliefs. Students devise their own questionnaires and distribute them to a sample of respondents. Some representative topics include the following: * “Gender-Role Beliefs in Dual-Income Marriages and Careers” * “Are There Gender Differences in Reported Amount of Time Spent Studying?” * “Students in a Campus Christian Group Are as Likely as Other Students to Endorse Feminist Ideas” * “Nurses’ Job Satisfaction and Perceptions of Gender Discrimination” * “Who’s Doing the Housework: What Household Tasks Male and Female Students Recall Doing During High School” * “Differences in Social Desirability and Self-Esteem in Sorority Members and NonMembers” * “Men’s Perceptions of Themselves, Other Men, and Women in Relation to Child Nurturance” Instructor’s Manual with Test Bank for Margaret W. Matlin’s Psychology of Women, 7e (2012) 15 of 381 * “What Are There So Few Studies on Hair Color? So Blondes Can Count Them” [Students’ evaluations of blond and brunette women] * “Gender Comparisons in Attitudes Toward the Iraq War and the Possibility of a Draft” * “College Students’ Attitudes About the Preferred Gender for Their Firstborn Child.” * “What Factors Cause Stress for College Women?” * “College Students’ Attitudes Toward Presidential Candidates, as a Function of the Candidates’ Gender and Ethnicity” 3. Naturalistic observation. Students record behavior in a natural setting. Many of these concern nonverbal communication. Typical paper topics include the following: * “Do Women Buy More Healthful Food than Men at a Grocery Store?” * “Who Opens Doors for Whom, on a College Campus?” * “Parents’ Responses to Children’s Toy Preferences in a Toy Store” * “Cross-Sex Touching Interactions in Nonverbal Communication” * “Who Touches Whom in Airport Reunions?” * “Whom Do Teachers Call On in College Classrooms?” * “Gazing Behavior Among Married Couples” * “Do Emotionally Handicapped Children Show Sex Differences in Aggressive Classroom Behavior?” * “Who Pays for the Ticket in Movie Theaters?” * “Who Really Stops at the Stop Signs: A Gender Comparison” 4. Experiments. Students have conducted field experiments and studies using vignettes. Some paper titles include the following: * “When Mary Kay Cleans the Floors: Cosmetics in the Workplace” [Students responded that makeup was less appropriate when a photo was labeled, “Cleaning Staff,” rather than “Office Secretary.”] * “Perceptions of Age Differences in Dating and Marriage: Examining the ‘Cougar Culture’” * “Responses of Toy-Store Sales Clerks: Are They Stereotyped?” * “Does Young Women’s Self-Esteem Decrease After Viewing Photos of Magazine Models?” * “The Evaluation of Women Described in Sexist and Nonsexist Language” * “Does the Generic Masculine Influence the Choice of Pictures?”