Winter 2009 Advance Course Information

This information effective for winter 2009. Check with instructor the first day of class for any changes.

Psychology

[PSYC-159D] [PSYC-182]

Please note: This syllabus is from a fall 2006, and is subject to change. Also note that the course number was formerly 140P.

159D Psychology of Sexual Aggression.

Instructor: Eileen Zurbriggen
Office: 381 Social Sciences 2
Hours: Thursday 2:00-3:00 and by appointment
Phone: 9-5736 (office)
E-mail: zurbrigg@ucsc.edu

Course Description

The purpose of this course is to examine current psychological theory and research relating to the causes and consequences of rape and other forms of sexual aggression.  It is designed to acquaint you with some of the key issues, questions, and findings in this field, as well as to allow you to develop some of the critical skills needed by research psychologists.  The course is organized topically.  We begin by reading and thinking about the social construction of masculinity and femininity and how these might contribute to sexual aggression.  We then explore the role of the media in creating and enforcing these cultural constructions.  The bulk of the course is devoted to an examination of psychological processes related to victimization and perpetration.  We then discuss legal issues related to rape and sexual assault and violence prevention.  We conclude the course by discussing alternative visions of sexuality -- ones not based in dominance and submission.

Course Web Page

http://people.ucsc.edu/~zurbrigg/psy140p/

Required Texts
The following texts are required and are available at the Slug Books Co-op (Phone: 469-7584; URL: www.slugbooks.com).  All five of the required books are also on 2-hour reserve at McHenry library.

(1) Readings available on ERES

(2) Warshaw, R. (1988).  I never called it rape.  New York: HarperPerennial.

(3) Brison, S. J. (2002).  Aftermath: Violence and the remaking of self.  Princeton University Press.

(4) Buchwald, E., Fletcher, P. R., & Roth, M.  (2005).  Transforming a rape culture (revised edition).   Minneapolis: Milkweed.

(5) Gavey, N.  (2005).  Just sex? The cultural scaffolding of rape.  New York: Routledge.

(6) Thornhill, R., & Palmer, C.  (2000).  A natural history of rape: Biological bases of sexual coercion.  Cambridge, MA: MIT Press.

A natural history of rape can be purchased at Slug Books; however, it is also available on-line (access through Cruzcat).  You can read the required sections of the book on-line or download them to a disk; however, it is not possible to print them.  Access is free of charge for UC students.  Note, however, that you must either access this site from a UC portal (i.e., via an on-campus connection) or log in using the "Off-Campus Access" system.  For more information on Off-Campus Access (OCA) see the FAQ at:  http://library.ucsc.edu.oca.ucsc.edu/oca/faq.html

Additional Readings
For most days, one or more additional readings are listed.  If you want to read more about any topic that we cover (either for your final paper/project or for any other reason), these references are a good starting point.  Some of these books are on 3-day reserve at McHenry library.

Prerequisites
Students should have successfully completed Psychology 1 (Introduction to Psychology), Psychology 2 (Introduction to Psychological Statistics), and Psychology 3 (Research Methods in Psychology), or their equivalent.  Please talk to me if you have not met the prerequisites.

Format
This course is a senior seminar, and satisfies that requirement for psychology majors.  Most of class time will therefore be spent in group discussion of the assigned readings.  Discussions will be supplemented with videotape presentations, outside speakers, and occasional lectures.  Most of the readings are original empirical or theoretical articles from psychology journals; however, some are written by scholars in other disciplines (e.g., anthropology, sociology, evolutionary biology).

Academic Honesty
All work submitted in this course must be your own and produced exclusively for this course.  The use of sources (ideas, quotations, paraphrases) must be properly acknowledged and documented.  For the consequences of academic dishonesty, refer to the student guide available on the web at:

http://www.ucsc.edu/academics/academic_integrity/undergraduate_students/

Violations will be taken seriously.  If you are in doubt regarding any aspect of these issues as they pertain to this course, please consult with the instructor before you complete any relevant requirements of the course.

Information about Classroom Accommodations
If you qualify for classroom accommodations because of a disability, please submit your Accommodation Authorization from the Disability Resource Center (DRC) to me during my office hours in a timely manner, preferably within the first two weeks of the quarter. Contact the DRC at 459-2089 (voice), 459-4806 (TTY).

Requirements
The most important requirement for the course is a serious commitment to critically engage with the course material.  The structure of the course and the reading and writing assignments are designed to facilitate this process; however, the course will succeed or fail only as a collective effort.  Specific assignments and their relative weights in determining a final grade (for those who have requested a letter grade) are as follows:

1.  Submission of 10 discussion questions, one for each of 10 class periods, beginning as early as the class scheduled for Tuesday, Sept 26.  Discussion questions must be submitted electronically (via WebCT; login at http://ic.ucsc.edu/webct) by 9 p.m. on the day before a class meeting takes place.  Late questions will not be accepted towards your minimum of 10 (but can help boost your participation grade; see below).  You are free to submit a question for any 10 class periods in the quarter, but I encourage you to try to spread them out over the entire quarter (i.e., start early).  (1 percent per question; 10% total)
2. Co-facilitate discussion.  Each student will help facilitate one day's class meeting.  Sign-ups will occur during the second week of class.  (10%)
3. Media diary/analysis paper (2-3 pages).  Record your media usage for one day and describe the messages (especially concerning gender and sexuality) that are communicated.  Due Tuesday, Oct 17.  (10%)
4. Article analysis (2-3 pages).  Summarize and critique one of the assigned empirical articles.   Due at the beginning of class on the day the article is being discussed.  (10%)
5. Alternative Visions assignment (2-3 pages). Provide a description of two representations of sex or sexuality that are positive rather than negative models (that is, representations that are likely to contribute to a reduction in the prevalence of sexual aggression).  We will post these descriptions on the course web site.  Due Thursday, Nov 30.  (10%)
6. Final individual paper (10-12 pages) or group project/paper.  A literature review or other scholarly project related to some aspect of the psychology of sexual aggression.  Due Tuesday, Dec 5. (40%)
7. Attendance and in-class and/or WebCT participation.  (10%)

Additional Notes

1. I can only read email that is in plain text format.  If you use a web-based email program, please make sure that you turn off all HTML or other kinds of “markup” before sending me email.
2. Papers cannot be submitted electronically.
3. Some of the videotapes we will watch include scenes of aggression.  I will give you an overview of the content before showing the tape.  You may elect not to view videos if you think they might upset you.  Please also do not hesitate to slip out of the room during viewing, if you need to do that.
4. I am committed to fostering an atmosphere in which we can engage in vigorous discussion while remaining courteous, respectful, and professional.  I trust that you share that commitment.  If at any point during the quarter you feel that this atmosphere of civility is being threatened, please let me know immediately.
5. Because of the small size of the senior seminars, students who need letters of recommendation for graduate school or other professional purposes often approach seminar instructors with requests to write such letters.  I am generally happy to write a letter for any student who does well in this course.  If you think you might want to ask me to write a letter for you, please plan to retain a portfolio of your work in this course.  In other words, save all your written work, and compile and download all of your posts to the WebCT discussion board.   You might also want to keep notes about your participation during class.  Having this information will help me to write a better letter.  I also appreciate as much advance notice as possible (at least two weeks before your first deadline).
6. Studying rape and other forms of sexual aggression can be difficult emotionally.  This is especially true for those who have been victimized.  Because the mission of the course is academic rather than therapeutic, only limited kinds of support can be provided.  For that reason, I urge you to plan ahead (now) for external emotional support from supportive friends, a therapist or counselor, or a social service agency.  Some area resources are listed below.  Additional information is provided in a supplemental document.  Please note that I do not assume any responsibility for the quality of services offered by these organizations. 

Area Resources
Walnut Avenue Women's Center., 303 Walnut Ave.  (426-3062)

Commission for the Prevention of Violence Against Women, 915 Cedar St.  (420-6298)

Rape Crisis Hotline + 24 Hour Women's Crisis Support  (429-1478)

Women's Crisis Support/Defensa de Mujeres  (685-3737)

Sexual Abuse Referral and Treatment  (800-852-5209)

UCSC Rape Prevention Education Program  (459-2721)

UCSC Counseling and Psychological Services  (459-2628)

Survivor's Healing Center  2301 Mission Street, Suite C-1  (423-7601)
www.survivorshealingcenter.org

Course Schedule

Please note that the following schedule is tentative and subject to change.  All changes will be announced in class.  An updated schedule will always be available on the web site.

Th Sep 21
Course Introduction
FILM: Rape Is  (VT8314)

Readings:
None

Tu Sep 26
Overview, Prevalence, and Measurement
FILM: The Date Rape Backlash  (VT8132)
Required readings:
Buchwald, E., Fletcher, P. R., & Roth, M. (2005). Are we really living in a rape culture? In Transforming a rape culture (pp. 5-9).

Gavey, N.  (2005).  Just sex? The cultural scaffolding of rape.  Ch 1-2.

Fisher, B. S.  (2004).  Measuring rape against women: The significance of survey questions (NCJ 199705).  Washington, D.C.: U. S. Department of Justice, Office of Justice Programs.  Available online at http://www.ncjrs.gov/pdffiles1/nij/199705.pdf

Additional readings:
Abbey, A., Parkhill, M. R., & Koss, M. P.  (2005).  The effects of frame of reference on responses to questions about sexual assault victimization and perpetration.  Psychology of Women Quarterly, 29, 364-373.

Fisher, B. S., Cullen, F. T., & Turner, M. G.  (2000).  The sexual victimization of college women. (U. S. Department of Justice Research Report No. NCJ 182369).  Available on-line at  http://www.ncjrs.org/pdffiles1/nij/182369.pdf

Hamby, S. L., & Koss, M. P.  (2003).  Shades of gray:  A qualitative study of terms used in the measurement of sexual victimization.  Psychology of Women Quarterly, 27, 243-255.

Koss, M. P.  (1993).  Detecting the scope of rape: A review of prevalence research methods.  Journal of Interpersonal Violence, 8, 198-222.

Koss, M. P.  (1988/1998).  Hidden rape: Sexual aggression and victimization in a national sample of students in higher education.  In M. E. Odem & J. Clay-Warner (Eds.), Confronting rape and sexual assault (pp. 51-69).  Wilmington, DE: SR Books/Scholarly Resources.  Reprinted from A. W. Burgess (Ed.), Rape and sexual assault (pp. 3-25). 

Rennison, C. M.  (2002).  Rape and sexual assault: Reporting to police and medical attention, 1992-2000 (NCJ 194530).  Washington, D.C.: U. S. Department of Justice, Office of Justice Programs.

Th Sep 28
Social Construction of Masculinity, Femininity, and Sexuality
FILM:  Tough Guise: Violence, Media, and the Crisis in Masculinity  (VT6613)

Required readings:
Morgan, E. E. (1975).  The erotization of male dominance/female submission.  University of Michigan Papers in Women's Studies, 11, 112-145.

Murnen, S. K., Wright, C., & Kaluzny, G.  (2002).  If "boys will be boys," then girls will be victims? A meta-analytic review of the research that relates masculine ideology to sexual aggression.  Sex Roles, 46, 359-375.

Gavey, N.  (2005).  Just sex? The cultural scaffolding of rape.  Ch 4.

Miedzian, M.  (2005).  How rape is encouraged in American boys and what we can do to stop it.  In Transforming a rape culture (pp. 161-172).

Buchwald, E.  (2005).  Raising girls in the twenty-first century.  In Transforming a rape culture (pp. 213-231).

Additional readings:
Byers, E. S.  (1996).  How well does the traditional sexual script explain sexual coercion? Review of a program of research.  Journal of Psychology and Human Sexuality, 8, 7-25.

Gilmore, D. D.  (1990).  Manhood in the making: Cultural concepts of masculinity (pp. 9-29 and  220-231).  New Haven: CT: Yale University Press.

Gold, S.R., Fultz, J., Burke, C. H., & Prisco, A.G. (1992).  Vicarious emotional responses of macho college males.  Journal of Interpersonal Violence, 7(2), 165-174.

Tu Oct 3
Cultural and Sub-Cultural Forces
Required readings:
Sanday, P. R. (1981).  The socio-cultural context of rape: A cross-cultural study.  Journal of Social Issues, 37, 5-27.

Kimmel, M. (2005).  Men, masculinity, and the rape culture.  In Transforming a rape culture (pp. 141-157).

Messner, M. A. (2005).  The triad of violence in men's sports.  In Transforming a rape culture (pp. 25-46).

Locke, B. D., & Mahalik, J. R.  (2005).  Examining masculinity norms, problem drinking, and athletic involvement as predictors of sexual aggression in college men.  Journal of Counseling Psychology, 52, 279-283.

Humphrey, S. E., & Kahn, A. S.  (2000).  Fraternities, athletic teams, and rape: Importance of identification with a risky group.  Journal of Interpersonal Violence, 15, 1313-1322.

Additional readings:
Boeringer, S. B.  (1999).  Associations of rape-supportive attitudes with fraternal and athletic participation.  Violence Against Women, 5, 81-90.

Boswell, A. A., & Spade, J. Z.  (1996).  Fraternities and collegiate rape culture: Why are some fraternities more dangerous places for women?  Gender and Society, 10, 133-147.

Koss, M., & Cleveland, H. H.  (1996).  Athletic participation, fraternity membership, and date rape: The question remains-self selection in different causal processes?  Violence Against Women, 2, 180-190.

Martin, P. Y., & Hummer, R. A.  (1989).  Fraternities and rape on campus.  Gender and Society, 3, 457-473.

Rozee, P. D.  (1993).  Forbidden or forgiven? Rape in cross-cultural perspective.  Psychology of Women Quarterly, 17, 499-514.

Sanday, P. R.  (1996).  Rape-prone versus rape-free campus cultures.  Violence Against Women, 2, 191-208.

Sanday, P. R.  (2003).  Rape-free versus rape-prone:  How culture makes a difference.  In Travis, C. B., (Ed.), Evolution, gender, and rape (pp. 337-361).  Cambridge, MA: MIT Press.

Th Oct 5
Media I:  Music, Music Videos, and Movies
FILM:  Dreamworlds II: Desire, Sex, and Power in Music Videos  (VT5516)
and/or
FILM:  Beyond Beats and Rhymes: A Hip-Hop Head Weighs in on Manhood in Rap Music

Required readings:
Bufkin, J., & Eschholz, S.  (2000).  Images of sex and rape: A content analysis of popular film.  Violence Against Women, 6, 1317-1344.

Barongan, C., & Hall, G. C. N.  (1995).  The influence of misogynous rap music on sexual aggression against women.  Psychology of Women Quarterly, 19, 195-207.

Millburn, M. A., Mather, R., Conrad, S. D.  (2000).  The effects of viewing R-rated movie scenes that objectify women on perceptions of date rape.  Sex Roles, 43, 645-664.

Additional readings:
Johnson, J., Jackson, L., & Gatto, L. (1995).  Violent attitudes and deferred academic aspirations: Deleterious effects of exposure to rap music.  Journal of Applied Social Psychology, 16, 279-294.

Kalof, L.  (1999).  The effects of gender and music video imagery on sexual attitudes.  Journal of Social Psychology, 139, 378-385.

Tu Oct 10
Media II:  Advertising and Pornography
FILM:  Killing Us Softly 3  (VT7615)
and
FILM:  Wet Dreams and False Images

Required readings:
Baker, C. N.  (2005).  Images of women's sexuality in advertisements: A content analysis of black- and white-oriented women's and men's magazines.  Sex Roles, 52, 13-27.

Kilbourne, J.  (1999).  Two ways a woman can get hurt.  In Deadly persuasion: Why women and girls must fight the addictive power of advertising (pp. 251-291).  New York: The Free Press.

Dines, G.  (2005).  Unmasking the pornography industry: From fantasy to reality. In Transforming a rape culture (pp. 107-115).

Additional readings:
Radway, J. A.  (1991).  Reading the romance : Women, patriarchy, and popular literature.  Chapel Hill, NC: University of North Carolina Press.

Snitow, A. B.  (1979).  Mass market romance: Pornography for women is different.  Radical History Review, 20, 141-161.

Zillmann, D., & Bryant, J.  (1988).  Pornography's impact on sexual satisfaction.  Journal of Applied Social Psychology, 18, 438-453.

Th Oct 12
Victimization I:  Overview & Voices of Victims
FILM:  Excerpts from Campus Rape

Required readings:
Kaminker, L.  (2006, September 8).  My September 10th.  Available online at http://www.commondreams.org/views06/0908-35.htm

Brison, S. J. (2002).  Aftermath: Violence and the remaking of self.  Ch 1.

Warshaw, R.  (1988).  I never called it rape.  Introduction, Ch 1-2.

Pelka, F.  (1992).  Raped: A male survivor breaks his silence.  On the Issues, 40, 8-11.

Additional readings:
Bob Herbert (2001, August 27).  Violence that won't let go.  New York Times, p. A21(National edition).  + follow-up letters to the editor.

Raine, N. V.  (1998).  After silence: Rape and my journey back.  New York: Crown.

Tu Oct 17
Victimization II:  Effects on Mental and Physical Health
Required readings:
Warshaw, R.  (1988).  I never called it rape. Ch 5.

Brison, S. J. (2002).  Aftermath: Violence and the remaking of self.  Ch 3.

Resick, P. A.  (1993).  The psychological impact of rape.  Journal of Interpersonal Violence, 8, 223-255.

Golding, J. M., Cooper, M. L., & George, L. K.  (1997).  Sexual assault history and health perceptions: Seven general population studies.  Health Psychology, 16, 417-425.

Additional readings:
Koss, M. P., Heise, L., & Russo, N. F.  (1994).  The global health burden of rape.  Psychology of Women Quarterly, 18, 509-537.

Th Oct 19
Victimization III: Community Responses
Required readings:
Warshaw, R.  (1988).  I never called it rape. Ch 13.

Campbell, R., & Martin, P. Y.  (2001).  Services for sexual assault survivors: The role of rape crisis centers.  In C. M. Renzetti, J. L. Edleson, & R. K. Bergen (Eds.), Sourcebook on violence against women (pp. 227-241).  Thousand Oaks, CA: Sage.

Ullman, S. E.  (1996).  Social reactions, coping strategies, and self-blame attributions in adjustment to sexual assault.  Psychology of Women Quarterly, 20, 505-526.

Additional readings:
Campbell, R., Ahrens, C. E., Sefl, T., Wasco, S. M., & Barnes, H. E.  (2001).  Social reactions to rape victims: Healing and hurtful effects on psychological and physical health outcomes. Violence and Victims, 16, 287-302.

Raine, N. V.  (1998).  After silence: Rape and my journey back.  New York: Crown.  Chapters 3-8.

Tu Oct 24
Victimization IV:  Risk factors
Required readings:
Warshaw, R.  (1988).  I never called it rape. Ch 3-4.

Brison, S. J. (2002).  Aftermath: Violence and the remaking of self.  Ch 4.

West, C. M., Williams, L. M., & Siegel, J. A.  (2000).  Adult sexual revictimization among black women sexually abused in childhood: A prospective examination of serious consequences of abuse.  Child Maltreatment, 5, 49-57.

Livingston, J. A., & Testa, M.  (2000).  Qualitative analysis of women's perceived vulnerability to sexual aggression in a hypothetical dating context.  Journal of Social and Personal Relationships, 17, 729-741.

Additional readings:
Ullman, S. E., & Knight, R. A. (1991).  A multivariate model for predicting rape and physical injury outcomes during sexual assaults.  Journal of Consulting & Clinical Psychology, 59, 724-731.

Th Oct 26
Victimization V:  Coping, Recovery, and Treatment
FILM:  Relearning Touch

Required readings:
Warshaw, R.  (1988).  I never called it rape.  Chapter 14.

Boeschen, L. E., Koss, M. P., Figueredo, A. J., & Coan, J. A.  (2001).  Experiential avoidance and post-traumatic stress disorder: A cognitive mediational model of rape recovery.  Journal of Aggression, Maltreatment, and Trauma, 4, 211-245.

Littleton, H., & Breitkopf, C. R.  (2006).  Coping with the experience of rape.  Psychology of Women Quarterly, 30, 106-116.

Holzman, C. G.  (1996).  Counseling adult women rape survivors: Issues of race, ethnicity, and class.  Women and Therapy, 19(2), 47-62.

Additional readings:
Raine, N. V.  (1998).  After silence: Rape and my journey back.  New York: Crown.  Chapters 10-12, 14-17.

Foa, E. B., Rothbaum, B. O., Riggs, D. S., & Murdock, T. B.  (1991).  Treatment of posttraumatic stress disorder in rape victims: A comparison between cognitive-behavioral procedures and counseling.  Journal of Consulting and Clinical Psychology, 59, 715-723.

Gilbert, B. J.  (1994).  Treatment of adult victims of rape.  In J. Briere (Ed.),  Assessing and treating victims of violence (pp. 67-78).  San Francisco: Jossey-Bass.

Orzek, A. M.  (1988).  The lesbian victim of sexual assault: Special considerations for the mental health professional.  Women and Therapy, 8(1-2), 107-117.

Mezey, G., & King, M.  (2000).  Treatment for male victims of rape.  In G. C. Mezey and M. B. King (Eds.), Male victims of sexual assault (2nd edition, pp. 141-156).  Oxford: Oxford University Press.

Quina, K., & Carlson, N. L.  (1989).  Rape, incest, and sexual harassment:  A guide for helping survivors.  New York: Praeger.

Petrak, J.  (1996).  Current trends in the psychological assessment and treatment of victims of sexual violence.  Sexual and Marital Therapy, 11, 37-45.

Tu Oct 31
Victimization VI:  Complicating Victimization
Required readings:
Brison, S. J. (2002).  Aftermath: Violence and the remaking of self.  Ch 5.

Gavey, N.  (2005).  Just sex? The cultural scaffolding of rape.  Ch 5-6.

McMullin, D., & White, J. W.  (2006).  Long-term effects of labeling a rape experience.  Psychology of Women Quarterly, 30, 96-105.

Th Nov 2
Perpetration I:  Overview & Voices of Perpetrators
FILM: Excerpts from Someone You Know: Acquaintance Rape

Required readings:
Warshaw, R.  (1988).  I never called it rape.  Ch 6.

Beneke, T.  (1982).  Interview with a rapist.  In Men on rape.  New York: St. Martin's Press.  Reprinted in M. S. Kimmel (Ed.) (1990). Men confront pornography (pp. 43-51).  New York: Crown.

Lea, S., & Auburn, T.  (2001).  The social construction of rape in the talk of a convicted rapist.  Feminism and Psychology, 11, 11-33.

Gavey, N.  (2005).  Just sex? The cultural scaffolding of rape.  Ch 7.

Additional readings:
Scully, D., & Marolla, J.  (1985).  "Riding the bull at Gilley's": Convicted rapists describe the rewards of rape.  Social Problems, 32, 251-263.

Tu Nov 7
Perpetration II: Biological and Evolutionary Theories
Required readings:
Thornhill, R., & Palmer, C.  (2000).  A natural history of rape.  Ch 1-4, 12.

Coyne, J. A., & Berry, A.  (March 9, 2000).  Rape as an adaptation?  Nature, 404, 121-122.

Patai, D.  (2000, Fall).  Do they have to be wrong?  Gender Issues, 74-82.

Sanchez, L. E.,  (2000, Fall).  How Homo Academicus got his name and other just-so stories.  Gender Issues, 83-103.

Franks, S. E.  (2003).  They blinded me with science: Misuse and misunderstanding of biological theory.  In C. Burack & J. J. Josephson (Eds.), Fundamental differences: Feminists talk back to social conservatives (pp. 11-25).  Lanham, MD: Rowman & Littlefield.

Additional readings:
Thornhill, R., & Palmer, C.  (2000).  A natural history of rape.  Chapters 5, 6, 8-11.

Travis, C. B., Ed.  (2003).  Evolution, gender, and rape.  Cambridge, MA: MIT Press.

Rabinowitz, V. C., & Valian, V.  (2000).  Sex, sex differences, and social behavior.  Annals of the New York Academy of Sciences, 907, 196-207.

Th Nov 9
Perpetration III: Confluence and Multivariate Theories
FILM:  Men's work: Fraternity brothers stopping violence against women

Required readings:
Abbey, A., McAuslan, P., Zawacki, T., Clinton, A. M., & Buck, P. O.  (2001)  Attitudinal, experiential, and situational predictors of sexual assault perpetration.  Journal of Interpersonal Violence, 16, 784-807.

Malamuth, N. M.  (1998).  The confluence model as an organizing framework for research on sexually aggressive men:  Risk moderators, imagined aggression, and pornography consumption.  In R. G. Geen & E. Donnerstein (Eds.), Human aggression: Theories, research and implications for social policy (pp. 229-245).  San Diego, CA: Academic Press.

Hall, G. C. N., Sue, S., Narang, D. S., & Lilly, R. S. (2000).  Culture-specific models of men's sexual aggression: Intra- and interpersonal determinants.   Cultural Diversity and Ethnic Minority Psychology, 6, 252-268.

Additional readings:
Adams-Curtis, L. H., & Forbes, G. B.  (2004).  College women's experiences of sexual coercion: A review of cultural perpetrator, victim, and situational variables.  Trauma, Violence, and Abuse, 5, 91-122.

Hall, G. C. N., & Hirschman, R.  (1991).  Toward a theory of sexual aggression: A quadripartite model.  Journal of Consulting and Clinical Psychology, 59, 662-669.

White, J. W. & Post, L. A.  (2003).  Understanding rape: A metatheoretical perspective.  In Travis, C. B., (Ed.), Evolution, gender, and rape (pp. 383-411).  Cambridge, MA: MIT Press.

Tu Nov 14
Perpetration IV:  Cognitive factors and the Role of Alcohol
Required readings:
Zurbriggen, E. L.  (2000).  Social motives and cognitive power/sex associations:  Predictors of aggressive sexual behavior.  Journal of Personality and Social Psychology, 78, 559-581.

Cole, T. B.  (2006).  Rape at US colleges often fueled by alcohol.  JAMA, 96, 504-505.

Loh, C., Gidyca, C. A., Lobo, T. R., & Luthra, R.  (2005).  Prospective analysis of sexual assault perpetration.  Journal of Interpersonal Violence, 20, 1325-1348.

Additional readings:
Abbey, A., Zawacki, T., Buck, P. O., Clinton, A. M., & McAuslan, P.  (2004).  Sexual assault and alcohol consumption: What do we know about their relationship and what types of research are still needed?  Aggression and Violent Behavior, 9, 271-303.

Drieschner, K., & Lange, A.  (1999).  A review of cognitive factors in the etiology of rape: Theories, empirical studies, and implications.  Clinical Psychology Review, 19, 57-77.

Ullman, S. E., Karabatsos, G., & Koss, M. P.  (1999).  Alcohol and sexual assault in a national sample of college women.  Journal of Interpersonal Violence, 14, 603-625.

Th Nov 16
Legal Issues
Required readings:
Warshaw, R.  (1988).  I never called it rape. C 9.

Brison, S. J. (2002).  Aftermath: Violence and the remaking of self.  Ch 6.

Koss, M. P.  (2000).  Blame, shame, and community justice responses to violence against women.  American Psychologist, 55, 1332-1343.

Benedict, J., & Klein, A.  (1998).  Arrest and conviction rates for athletes accused of sexual assault.  In R. K. Bergen (Ed.), Issues in intimate violence (pp. 169-175).  Thousand Oaks, CA: Sage.

Additional readings:
Bohmer, C.  (1991/1998).  Rape and the law.  In M. E. Odem & J. Clay-Warner (Eds.), Confronting rape and sexual assault (pp. 247-262).  Wilmington, DE: SR Books/Scholarly Resources.  Reprinted from A. Parrot & L. Bechhofer (Eds.), Acquaintance rape: The hidden crime (pp 317-333), New York: Wiley.

MacKinnon, C. A.  (2001).  The criminal law of rape.  In Sex Equality: Rape Law (pp. 800-856).  New York: Foundation Press.

Wriggins, J.  (1983/1998).  Rape, racism, and the law.  In M. E. Odem & J. Clay-Warner (Eds.), Confronting rape and sexual assault (pp. 199-209).  Wilmington, DE: SR Books/Scholarly Resources.  Reprinted from Harvard Women’s Law Journal 6 (Spring 1983), pp. 103-122, 140-141.

Thornhill, R., & Palmer, C.  (2000).  A natural history of rape.  Chapter 7.

Tu Nov 21
No class - work individually or in groups on final papers/projects.

Th Nov 23
No class -- Happy Thanksgiving!

Tu Nov 28
Rape Prevention and Education
Required readings:
Warshaw, R.  (1988).  I never called it rape.  Chapters 10-12.

Anderson, L. A., & Whiston, S. C.  (2005).  Sexual assault education programs: A meta-analytic examination of their effectiveness.  Psychology of Women Quarterly, 29, 374-388.

Madhubuti, H. R.  (2005).  On becoming antirapist.  In Transforming a rape culture (pp. 175-187).

Orton, R.  (2005).  Learning to listen: One man's work in the antirape movement.  In Transforming a rape culture (pp. 235-248).

Levy, C.  (2005).  The date rape play: A collaborative process.  In Transforming a rape culture (pp. 251-258).

Additional readings:
Bachar, K., & Koss, M. P.  (2001).  Pages 127-137 of: From prevalence to prevention: Closing the gap between what we know about rape and what we do.  In Sourcebook on violence against women (pp. 117-142).  Thousand Oaks, CA: Sage.

O'Donohue, W., Yeater, E. A., & Fanetti, M.  (2003).  Rape prevention with college males: The roles of rape myth acceptance, victim empathy, and outcome expectancies.  Journal of Interpersonal Violence, 18, 513-531.

Rozee, P. D., & Koss, M. P.  (2001).  Rape: A century of resistance.  Psychology of Women Quarterly, 25, 295-311.

White, A. M.  (1999).  Talking feminist, talking Black: Micromobilization processes in a collective protest against rape.  Gender and Society, 13, 77-100.

Zoucha-Jensen, J. M., & Coyne, A.  (1993/1998).  The effects of resistance strategies on rape.  In M. E. Odem & J. Clay-Warner (Eds.), Confronting rape and sexual assault (pp. 225-229).  Wilmington, DE: SR Books/Scholarly Resources.  Reprinted from American Journal of Public Health, 83, 1633-1634.

National Advisory Council on Violence Against Women (2001).  Toolkit to end violence against women.  Available at:  http://toolkit.ncjrs.org/

Th Nov 30
Alternative Visions
Required readings:
Dworkin, A.  (2005).  I want a twenty-four hour truce during which there is no rape.  In Transforming a rape culture (pp. 13-22).

Surkan, K.  (2005).  More gender, less presumption: Cybersex as an alternative to a culture of violent sexuality.  In Transforming a rape culture (pp. 391-405).

Stoltenberg, J.  (1989).  How men have (a) sex.  In Refusing to be a man: Essays on sex and justice (pp. 25-39).  Portland, OR:  Breitenbush Books.

Stoltenberg, J.  (1989).  What is good sex?  In Refusing to be a man: Essays on sex and justice (pp. 101-114).  Portland, OR:  Breitenbush Books.

Additional readings:
Weinberg, J., & Biernbaum, M.  (1993).  Conversations of consent.  In E. Buchwald, P. R. Fletcher, & M. Roth (Eds.), Transforming a rape culture (pp. 87-100).  Minneapolis: Milkweed Editions.

Tues Dec 5, 4:00-7:00pm

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182 Advanced Qualitative Research Methods.

Instructor: Gina Langhout
Office: 263 Social Sciences 2
Hours: Wednesday 2:00-3:15 p.m., and by appointment
Phone: 9-2535 (office)
E-mail: langhout@ucsc.edu

Course time: 10-11:45 Tu & Th,
Location: SocSci1, Rm 161

Course Description

This course focuses on students using ethnographic methods (researcher as participant observer) as a primary vehicle through which to examine interviewing methods, observational and action research. Students gain first hand experience with entry issues, data collection and analysis (e.g., thick description, theme interpretation, grounded theory), and writing up ethnographic research.

Pedagogical Orientation

I use a theoretical model called “pedagogy of praxis.” This means I strive toward an embodied theory, where the classroom is filled with student-teachers (you) and a teacher-student (me).  Within these roles, we each have specific responsibilities. I am responsible to guide your learning of the subject matter. I will come to class prepared to teach and to learn from you. You are in charge of taking responsibility for your learning by coming to class prepared to learn and teach each other. You are not an empty vessel and you have something to teach all of us; I therefore expect you to rise to the occasion and share your knowledge. This embodied theory challenges dominant teaching and learning hegemonies and opens the door to other learning theories inspired by Freire, Dewey, and hooks. These educational theories, when combined with post-modernist thought, stress the importance of consciously attending to reflexivity (understanding your role in the research, which includes your relationship with your participants), situativity (understanding your social location and how that influence the research), and intersectionality (understanding your multiple identities and how this relates to your research) for all of us. It is important to be aware of these issues in the classroom because as ethnographers and action researchers, you must learn how to understand your role as a researcher and the role you play in any community. See my “teaching statement” handout for more detail on my pedagogical orientation.

Course Objectives

1. Learn about the ethics of qualitative research.
2. Learn about the scientific paradigms that use qualitative research.
3. Learn about different ways of understanding, approaching, and analyzing qualitative research.
4. Gain experience with gathering, analyzing, and writing up qualitative data.
5. Gain more experience with APA format, including how this format works with qualitative research.
6. Gain experience with writing a peer review.

Your course objectives:

1. What would you like to gain from this course (besides credit)?
2. What are your goals for this course?
3. If you reach these goals, how will your life be improved (consider academics, career, community, family, friends, and self)?

For the class

I expect that each and every person is able to do well in this course with enough work on your part and my part. You should expect me to come to class prepared, and I expect the same from you. Concretely, this means that I expect you to attend class, arrive on time, do the readings before coming to class, ask questions if you are unsure of something or if you are curious and would like more information, participate in this class, and fully participate with your group. You should expect me to know the material and facilitate your study of the material, be enthusiastic, and be open to your questions. If we all meet these expectations, then this should help us create a learning space that is respectful, participatory, and stimulating.

For communication

I expect you to drop by my office or e-mail me if you need to communicate with me. If you cannot make my office hours and need to see me, I expect you to e-mail me with three alternative times when you would like to meet with me. You should expect me to be in my office during office hours and to be ready and excited to meet with you. You should also expect me to return your e-mails within four days.

Ground Rules

1. Every person is to be respected. 
2. Be on time to class.
3. Plagiarism, or using another’s thoughts, words, or ideas without credit, will result in a failing grade for the assignment and likely for the entire course. Other’s ideas must be credited. Exact quotes are to be in quotation marks and include the author name, date, and page number. If you are unsure about how to cite or what to cite, please see me and/or visit http://www.ucsc.edu/academics/academic_integrity/.
4. If you qualify for classroom accommodations because of a disability, please submit your Accommodation Authorization from the Disability Resource Center (DRC) to me, during my office hours, within the first two weeks of the quarter. Contact DRC: 459-2089 V, 459-4806 TTY.
5. A late assignment will lose 5% each day that it is late. You always have the option to turn a paper in early if you have a conflict.

How to do well in this class

1. Be well read. Read the assigned material before class and allow time to think about what you’ve read.
2. Be open. Ethnography and action research often (though not always) uses a different scientific paradigm than you have likely learned to date. It is difficult to change our perspectives, so this requires being open and patient with yourself and others.
3. Be verbal. Talk in your group and in class. If something is not clear, speak up! Chances are that you are not the only one who has this same question. I can guarantee that at least one other person (in addition to me) is happy that you asked your question.
4. Be collaborative. This means taking your classmates seriously as people who have something to teach you. I know this model is different than in many other classes you have taken (from kindergarten up). Good collaboration means that the results you (in terms of your data and your learning) get will be better than the sum of the parts.

Required Readings

• Camic, P.M., Rhodes, J.E., & Yardley, L. (2003). Qualitative research in psychology: Expanding perspectives in methodology and design. Washington, DC: American Psychological Association.
• Emerson, R.M., Fretz, R.I., & Shaw L.L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
• Wolf, M. (1992). A thrice told tale: Feminism, postmodernism, and ethnographic responsibility. Stanford: Stanford University Press.
• Reading Packet: The articles are available on reserve at Science Library, on ERes (password is Psych182), and can be purchased at the Bay Tree Bookstore.

Requirements

Individual evaluation

1. In-class participation (15% of grade): Includes promptness to class, attending class, and contributions to class discussions of articles, ethnographies and thought papers.  Completing the assigned readings for that day of class will be essential to participation in class discussions.
   
   
2. Thought papers (15% of grade): You will need to complete two thought papers reflecting on or raising important concepts from the course, based on the upcoming readings. Your thought paper should critically assess the upcoming readings, not provide a summary of them. If you submit your weekly paper for Tuesday’s class (based on that Tuesday’s readings), then I must receive it by no later than 11 am Monday. If you submit your weekly paper for Thursday (based on that Thursday’s readings), then I must receive it by 11 am on Wednesday. The papers can be submitted either by e-mail or in my mailbox (SocSci2, 2nd floor). I will read and provide comments on your thought paper, and we will use them for the basis of class discussion. Due dates are as follows:

Group research project and forms of evaluation—In a group of 3-5 students, you will develop your own research project and submit the proposal for my approval. The project must include at least 10 hours of data collection. Your proposal should include the names of the 3-5 students who will participate in this project, the research question, and how you plan to answer that question (i.e., methods of data collection. For the purposes of this class, your options are field notes, in-depth interviews [recorded and lasting at least 30 minutes each], in-depth focus groups [recorded and lasting at least 30 minutes each], or photovoice). The proposal should be no more than two pages in length. Note that proposals are more likely to be approved quickly if they are clear, well-written and based within the UCSC community. Past successful proposals have examined body objectification among UCSC men, examination of the political landscape of UCSC students, and UCSC student conceptualizations of social justice, privilege, and oppression. The other forms of evaluation for this class are based on the group research project.

3. Field notes/transcripts (15% of grade):  Over the course of the quarter, you will need to spend at least 10 hours conducting ethnographic work. You will turn in two sets of field notes or transcripts, based on the schedule below.  You should turn in at least 3 full typed pages of field notes/transcripts each time you turn them in (you will have more field notes or transcripts than what I see!). Field note/transcript #1 due date is April 29. The due date for field note/transcript #2 is May 13. Each person is to turn in 3 separate typed pages each.
   
   
4. Group Project Presentation (15% of grade): Each group will have 25 minutes for their in-class presentation. You will have 15 minutes to present your group project, what you have learned, and the issues arising in writing your ethnography. You should only prepare 15 minutes of material to ensure that you leave enough time for the class to respond to your presentation. You can use this as a time to get feedback before you turn in your final paper! Refer to the handout for more information.
   
   Note: I will cut you off if you go over 15 minutes, and this will be reflected in your grade. One of the skills you will practice in this assignment is being succinct! So, make sure your group practices the presentation a few times before you give it to the class.
   
   
5. Peer Review (10% of grade):  Any paper that is published in a peer-reviewed journal must first undergo the peer-review process. You will review one another’s papers to gain experience with writing a peer review. An added benefit is that your group will have student reviews to help you with your paper revisions.
   
   
6. Final Group Paper (30% of grade):  A final APA style 15-page paper (approximate length) based on your ethnography will be due by Tuesday, June 9 at 4 pm. This paper should be written like a research paper, and must be in APA format. Among other things, this means you will have a title page, abstract, introduction, methods, results, discussion (although it may make sense for you to combine results and discussion, based on how your paper shapes up), and references. In addition, you’ll also have a section on future research. See the handout for more details.

Class Schedule

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