Psychology of Women, Fall 2009
Learning Objectives 

The learning objectives list the most important ideas and concepts from each chapter.  Look over learning objectives before reading chapter to determine on what to focus.  Use as a study guide when preparing for the exam. You are also responsible for material covered in lecture, in-class videos and demonstrations.  

Chapter 9: Sexuality 

Note:  Items 1 and 2 are discussed in Chapter 8 of the text, pages 278-281.

1.      What are some current biological explanations accounting for sexual orientation including theories that incorporate genetic, prenatal hormones, brain structures influences?  Overall, how much evidence is there for a biological contribution to the development of women’s sexual orientation? What are some of the limitations of these studies in terms of explaining women’s sexual identity? 

2.      How does the social constructionist approach account for sexual orientation?  Describe the two paths to identifying as lesbian that women take that Diamond discovered in her research. Also discuss the “intimate careers” approach, especially the idea that women take different paths to developing sexual identity.

3.      Compare the genders in terms of sexual desire.  Be familiar with the explanations for differences including: physiology, male-normative standards, and concerns about pregnancy.

4.      Compare the genders in terms of sexual attitudes.  What is the double standard?  What does research (e.g., Marks & Fraley) reveal about the current status of the double standard in North America?  Discuss cultural differences in acceptance of the double standard.

5.      What is the traditional sexual script?  How do media portrayals of sex contribute to this? Discuss both variations and violations of the script.

6.      How do gender roles contribute to common sexual disorders and in general to expressions of sexuality?  What is self-objectification and how can it affect women’s feelings about themselves and their sexual relationships?

7.      When parents talk to their children about sex who usually gives the “talk”.  What topics do parents tend to shy away from and what mixed messages are sometimes given to kids? Are there ethnic differences?    In schools, what is the focus of many sex education programs?  How effective are “Just say no” strategies?   How does a comprehensive model add that these other programs leave out?  What sort of sex education do parents prefer to be in schools?

8.      What factors are correlated with adolescents being sexually active, especially at a young age?

9.      Summarize the results of the Laumann study of sexual behavior in adults.  For example, compare men and women, married and unmarried on frequency of sex.  Compare men and women on faithfulness, number of sexual partners, and sexual behaviors.

10.   How do couples communicate about sex? How is sexual self-disclosure related to satisfaction in sexual relationships?  Do women feel comfortable asserting themselves sexually (see results for sexual assertiveness scale)?

11.  Who is most likely to use birth control?  That is what factors are related to the use of birth control.  Discuss obstacles or barriers to the use of birth control.

12.   Be familiar with rates of US abortion for teenagers and in the general population. What are some common psychological reactions to having an abortion?  What factors are related to having a good psychological adjustment to having an abortion?  Also describe the results of a David et al. study of children born to women who were denied an abortion.