PSYC223 - Psychology of Sexuality and Gender

Year

Credit points

Campus offering

Prerequisites

PSYC100 Foundations of Psychology AND PSYC101 Applications of Psychology

Unit rationale, description and aim

Society is undergoing a paradigm shift in terms of understandings of gender and sexuality. Specifically for psychology, there is a movement toward understandings of gender that are beyond the traditional stereotypes of male and female, and of sexual identity. Further, non-heteronormative sexual behaviour has historically been viewed as pathology requiring reparative treatment, but recent shifts in knowledge and attitudes reflect an understanding of these behaviours as  normal variations in human diversity. In this unit, issues related to gender stereotypes, gender identity and sexuality, and how they influence individual experiences in a range of contexts, will be examined. The aim of this unit is to explore how societal dynamics contribute to the development and maintenance of gender and sexual inequalities and to assist you to develop an understanding of gender and sexuality issues in  psychology, such as stereotypes, gender differences/similarities, gender identity, and sexual orientation. 

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include: 

• The history of gender and sexuality in psychology 
• Research methods in studying gender and sexuality
• Gender and sexuality across the lifespan  
• Theoretical approaches to gender identity development and the development of sexuality 
• Stereotypes, attitudes, and discrimination towards diverse gender and sexual identities   
• Heteronormativity and queer theory 
• Feminist issues in psychology  
• Masculinities  
• Gender and sexuality in the workplace 
• Culture,gender  and sexuality
• Gender, sexuality and power 
• Gender, sexuality, and mental health 

Learning and teaching strategy and rationale

This unit has the equivalent of  3 contact hours per week, comprised of theoretical lectures and practical  tutorials, over a 12-week period. The lectures are to aid students with the acquisition and understanding of knowledge, while the practical activities are designed to enhance application, analysis, synthesis and evaluation of that knowledge. To assist students in their  self-directed learning, other learning resources are utilised including online quizzes and activities; online forums; and lecture recordings.  

Assessment strategy and rationale

In order to successfully complete this unit, students will need to complete and submit all of the assessment tasks listed in the table below. In addition to this, students must obtain an aggregate mark of at least 50% to pass the unit.   

In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used including: a learning portfolio designed to scaffold students understanding and application of the content of the unit. Students will demonstrate  their ability to consolidate research literature and design a study in a research proposal on a related topic of interest. The third assessment will allow students to show their ability to discuss a real-world issue using empirical evidence to support the argument. 

Overview of assessments

Representative texts and references

Bosson, J. K., Buckner, C. E., &Vandello, J. A. (2021). The Psychology of sex and gender. (2nd ed.).  Sage. 

Chen, D., Edwards-Leeper, L., Stancin, T., & Tishelman, A. (2018). Advancing the practice of pediatric psychology with transgender youth: State of the science, ongoing controversies, and future directions. Clinical Practice in Pediatric Psychology, 6(1), 73–83. https://doi.org/10.1037/cpp0000229

Eagly, A. H., Eaton, A., Rose, S. M., Riger, S., & Mchugh, M. C. (2012). Feminism and psychology: Analysis of a half-century of research on women and gender. American Psychologist, 67, 211-230. htpps://doi.org/10.1037/a0027260 

Else-Quest, N. M., & Hyde, J. S. (2021). The psychology of women and gender: Half the human experience (10th ed). Sage. 

Landrine, H., & Russo, N. F. (Eds.). (2010). Handbook of diversity in feminist psychology. Springer.

McCann, H., & Monaghan, W. (2020). Queer theory now: From foundations to futures. Red Globe Press.

Morgenroth, T., & Ryan, M. K. (2021). The effects of gender trouble: An integrative theoretical framework of the perpetuation and disruption of the gender/sex binary. Perspectives on Psychological Science, 16(6), 1113–1142. https://doi.org/10.1177/1745691620902442O’Donnell, M., & Taylor, B. (2014). Working therapeutically with LGBTI clients: A practice wisdom resource. Sydney. National LGBTI Health Alliance. Retrieved from https://lgbtihealth.org.au/wp-content/uploads/2014/06/Practice-Wisdom-Guide-ONLINE.pdf. 

Sehlikoglu, S., & Karioris, F. G. (Eds.). (2020). The everyday makings of heteronormativity: Cross-cultural explorations of sex, gender, and sexuality. Lexington Books.

Semp, S. (2011) Questioning heteronormativity: Using queer theory to inform research and practice within public mental health services. Psychology & Sexuality, 2(1) 69-86. htpps://doi.org/10.1080/19419899.2011.536317

Wong, Y. J., & Wester, S. R. (Eds.). (2016). APA handbook of men and masculinities. American Psychological Association. https://doi.org/10.1037/14594-000