Angelo State University Department of Psychology, Sociology, and Social Work SWK Seminar in Gender Issues

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1 Page 1 of 18 Angelo State University Department of Psychology, Sociology, and Social Work SWK Seminar in Gender Issues Course Dates, Time, and Location Fall Semester, 2014: August 27, 2015 December 18, 2015 Tuesday: 6:00 pm 8:50 pm Academic Building, Room 201A Instructor Contact Information Kevin Wade, M.S.W., LCSW, ACSW Clinical Instructor of Social Work Academic Building, office 104c Office Phone: kevin.wade@angelo.edu Skype: kevin.wade.104c Office Hours: T W Th Course Description 10:00 am noon 10:00 am noon 1:00 pm 4:00 pm 10:00 am noon 5:00 pm 6:00 pm Other office & Skype hours by appointment Explores women's issues in human behavior theory, practice theory, and policy. The historical, political, and socioeconomic forces that maintain sexism are discussed. Environmental influences are examined in relation to social justice, social work values, knowledge, and skills. Prerequisite: Admission to UTA MSW program, ASU cohort- 2 nd year. Course Introduction This course is a second-year elective in the HBSE sequence. As such, this course focuses on women s issues from the perspective of human behavior theory, practice theory (as it relates to human behavior), and policy. Additionally, students must understand the historical, political,

2 Page 2 of 18 and socioeconomic forces that maintain sexism in society and in the practice of social work. The implications of environmental influences will be examined in terms of social justice, social work values, knowledge, and skills, as well as in terms of the structural and systematic arrangement and delivery of social welfare services at the micro, mezzo, and macro levels. Student Learning Outcomes/Course Competencies: Social Work Knowledge, Values, and Skills Student Learning Outcomes: 1. To understand the historical context of women and feminism in American society. 2. To understand the socializations process and its impact on girls and women. 3. To understand social, emotional, and physical development in women. 4. To learn to evaluate theories of development and progress among oppressed groups in order to make application to client situations, including clinical, community, and social welfare policy and services. 5. To identify and understand institutions of social control and their impact on women. 6. To analyze the politics of female form, beauty, and reproduction. 7. To analyze the matrix of women s relationships in families. 8. To analyze the unique stresses for working women, both at work and at home. 9. To understand the implications in all the above areas for women of diverse ethnicities. 10. To understand the implications of the above for lesbians. 11. To understand the implications of the above for women with disabilities. 12. To understand the interrelatedness of biological, cognitive, psychological, social, cultural, and environmental factors for women. 13. To review ways in which optimal health and wellbeing are different and may be blocked for women. 14. To understand the importance of promoting social and economic justice for women of all backgrounds, ethnicities, sexual orientation, and ableness. 15. To analyze and critically review the values and ethics regarding biopsychosocial theories related to women. Students should be prepared to look at these issues objectively and subjectively to know their own conflicting values. 16. To adhere to the NASW Code of Ethics in practice and to specifically identify value and ethical issues that might emerge in work with women. 17. To understand that knowledge development about these groups is ongoing and that students and practitioners are responsible for continually updating their knowledge. This course meets the follow education policy, practice behaviors and accreditation policies of the Council on Social Work Accreditation: Educational Policy Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: (a) Recognize and manage personal values in a way that allows professional values to guide practice.

3 Page 3 of 18 (b) Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles. (c) Tolerate ambiguity in resolving ethical conflicts; and (d) Apply strategies of ethical reasoning to arrive at principled decisions. Educational Policy Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers: (a) Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. (b) Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. (c) Recognize and communicate their understanding of the importance of difference in shaping life experiences. Educational Policy Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers: (a) Use research evidence to inform practice. Educational Policy Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers: (a) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. (b) Critique and apply knowledge to understand person and environment. Educational Policy Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers

4 Page 4 of 18 recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers: (a) Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Course Materials Required Texts: Knudson-Martin, C. & Mahoney, A. R. (2009). Couples, Gender and POWER: Creating Change in Intimate Relationship. New York: Springer Publishing Co. ISBN: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. ISBN: Selected Articles and Book Chapters. NOTE: All assignments submitted in this course are to be written in strict accordance with the Publication Manual of the American Psychological Association (6 th ed.). Grading Information Grading Scale: = A = B = C = D 59 or Below = F Content Mastery The mastery threshold for this course is set at 80%. Any assignment not receiving a score of 80% or better will indicate a need for further engagement with the material. Students will be required to provide additional evidence of mastery of the material. The final examination, class exercises, group exercises, professional performance, and any assignment due after week 14 are ineligible for this requirement. Opportunities to provide additional evidence of mastery will vary by assignment. Rationale: Students in are expected to demonstrate mastery of the concepts, skills, ethics, values, and knowledge required of a bachelor level social worker in a practice setting. If a student has not done so, moving on to new material will likely be unhelpful. This provides that each student is given the appropriate opportunity to demonstrate an understanding of the material by engaging in self-directed activities. This also attempts to resemble the types of feedback and correction process experienced in a multitude of social work settings for new social workers or social workers orienting to a new practice setting.

5 Page 5 of 18 Point Values, Description of Assignments and Examinations, and Associated Practice Behaviors: Professional Performance 10% Facilitation of class discussion 20% Reading Quizzes 5% Reaction Papers 30% Critical assessment & reflection papers 35% Total 100% Professional Performance 10% This is relevant to attendance; engaging in class activities, including frequency and quality; professional presentation; and any factors that would normally be evaluated in a professional social work setting. Weekly: Students will select 1 article for each topic and make that article available for the other students at least 3 days prior to class. Students will briefly present their article and discuss in class. PB1 PB2 PB3 PB4 PB7 Advocate for client access to the services of social work. Practice personal reflection and self-correction to assure continual professional development. Attend to professional roles and boundaries. Demonstrate professional demeanor in behavior, appearance, and communication. Recognize and manage personal values in a way that allows professional values to guide practice. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. PB16 Recognize and communicate their understanding of the importance of difference in shaping life experiences. Facilitation of class discussion 20% Each class member will facilitate 3 class discussions on assigned readings. Students are responsible for preparing questions and planning a class discussion that must be reviewed with the instructor. The student will facilitate the class discussion. The student facilitation will begin the third class session and counts for 20% of the course grade for each student. Points are based on preparation, integration of major concepts, and creative skills in facilitating the group. This is not a presentation of the material covered. Everyone is expected to have read the material and be familiar with the readings. 1. Prepared appropriate questions for class discussion (10 points). 2. Well versed on the class readings (20 points)

6 Page 6 of Integration of concepts from throughout the course into discussion (20 points). a. Relate to social work values and NASW Code of Ethics b. Relate concepts to working with diverse populations 4. Creative facilitation of class discussion (10 points). PB5 Engage in career-long learning. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB12 Analyze models of assessment, prevention, intervention, and evaluation. PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB22 Use research evidence to inform practice. PB23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB24 Critique and apply knowledge to understand person and environment. PB25 Analyze, formulate, and advocate for policies that advance social well-being. PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. Reading Quizzes 5% Students will be given a short online quiz for each section of the reading. The purpose of these quizzes is to ensure that students are keeping current with the reading and that they are sufficiently engaging with the material to have comprehension of the main points. These quizzes will be due prior to the Tuesday class (5:30 pm) of the week in which the readings are assigned (see schedule). Quizzes may vary in length and will be time limited. Students will be informed of the number of questions and time allowed prior to beginning the quizzes. Quizzes cannot be completed late without penalty, but can be completed early, as soon as they are available on blackboard. PB1 PB7 Advocate for client access to the services of social work. Recognize and manage personal values in a way that allows professional values to guide practice. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. PB18 Understand the forms and mechanisms of oppression and discrimination. PB21 Use practice experience to inform scientific inquiry. PB24 Critique and apply knowledge to understand person and environment.

7 Page 7 of 18 PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Reaction Papers 30% Students will be required to submit daily papers on the readings or in-class content. Reactions and critical thinking about content are required. Students will be given a question to address about the readings or course content. It is expected that all papers will be clearly written using correct spelling and grammar. Papers should be one page. Only reaction papers submitted at the beginning of class on the topic for the day will be accepted. You must complete 9 papers. You may complete all 10 papers and I will drop the paper with lowest grade. Each reaction paper is worth 5 points PB5 Engage in career-long learning. PB6 Use supervision and consultation. PB8 Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles. PB9 Tolerate ambiguity in resolving ethical conflicts. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB12 Analyze models of assessment, prevention, intervention, and evaluation. PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. PB16 Recognize and communicate their understanding of the importance of difference in shaping life experiences. PB17 View themselves as learners and engage those with whom they work as informants. PB18 Understand the forms and mechanisms of oppression and discrimination. PB20 Engage in practices that advance social and economic justice. PB22 Use research evidence to inform practice. PB23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB24 Critique and apply knowledge to understand person and environment. PB25 Analyze, formulate, and advocate for policies that advance social well-being. PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. PB28 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. PB30 Use empathy and other interpersonal skills.

8 Page 8 of 18 PB31 Develop a mutually agreed-on focus of work and desired outcomes. PB32 Collect, organize, and interpret client data. PB33 Assess client strengths and limitations. PB34 Develop mutually agreed-on intervention goals and objectives. PB35 Select appropriate intervention strategies. PB36 Initiate actions to achieve organizational goals. PB37 Implement prevention interventions that enhance client capacities. PB38 Help clients resolve problems. PB39 Negotiate, mediate, and advocate for clients. PB40 Facilitate transitions and endings. PB41 Critically analyze, monitor, and evaluate interventions. Critical assessment & reflection papers 35% Students will be required to complete two papers on the readings, in-class discussion, additional readings and personal reflections. Students will select two topics from the course syllabus to study further, critically assess the readings and reflect upon. It is expected that all papers will be clearly written using correct spelling and grammar in APA style of referencing. Papers should be about 5 pages in length. Students will critically assess the readings for the two topic areas, engage in further study on the topic and reflect upon all the readings and class discussion on the topic. It is expected that all papers will include material from at least two additional academic journal articles and be clearly written using correct spelling and grammar in APA style of referencing. Papers should be about 5 pages in length. Select one topic from the syllabus for each paper. Reflect on the readings. Critically assess the readings. Select at least two additional readings on the topic. 1. How do the readings you selected compare and contrast from the required readings on the topic? 2. What did you learn that was new? What had you never considered before? How might the issues you studied on women relate to other oppressed populations? 3. How much evidence was provided to support material presented? 4. What did you read about that you do not agree with? What is your disagreement based on? (your values, opinions, statistics) 5. How might you integrate what you learned into your view of human behavior and the social environment? How might you use what you learned about to promote social and economic justice in the social work profession? 6. How compatible were the values presented with the values of the social work profession? Paper 1- due September 30 (15%) Paper 2- due November 11 (20%) Course Policies Please do ask questions that are relevant to the course and feel free to utilize my office hours. I am here to help you and I want you to succeed.

9 Page 9 of 18 Attendance Policy: An expectation of a professional social worker is that they are present in their practice setting. The expectation for students in a social work program is that they are motivated to learn and have evidenced dedication to their studies. Thus, my expectation of you is that you will be fully present in class- physically and mentally. Class begins and ends at the scheduled time. I ask that you be present for the duration of class. I expect that all other demands of your time- work, family, appointments, other courses, etc. will be negotiated with this in mind. There is no grade penalty for the first 3 absences (this is not an invite to miss class). any additional absence will result in a loss of 10 points off of your total grade. Please refer to ASU policy regarding class attendance. being more than 5 minutes late for class will count as an absence. Make-up examinations will be considered on a case by case basis and will only be allowed for university approved absences. Late assignments are not accepted for any reason unless the reason is approved by the course instructor. A deduction of 10% per day will be applied to any late assignment the instructor chooses to accept. All students are expected to follow the National Association of Social Workers Code of Ethics. Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding the Academic Honor Code, which is available on the web at: Electronic Device Expectations: I recognize that you have other responsibilities & priorities. I do not have a problem with your electronic devices remaining powered on in class, given the following conditions: 1. the sound is turned off 2. it is not a distraction to me or another student 3. you take responsibility for your own distraction and the consequence on your professional performance grade 4. your use of your device is limited to absolutely necessary communication- no more than 3 texts throughout the duration of a class 5. under no circumstances will you access social networking sites or sites not relevant to the content of the course 6. if the use of electronic devices becomes a distraction, a problem, a nuisance, or in any way detracts from the educational environment, this policy will be modified and devices may be prohibited It is your responsibility to check your ASU and Blackboard at least once daily. Assignments, clarifications, announcements, and quizzes will be communicated through and blackboard.

10 Page 10 of 18 Persons with Disabilities Persons with disabilities which may warrant academic accommodations must contact the Student Life Office, Room 112 University Center, in order to request such accommodations prior to their being implemented. You are encouraged to make this request early in the semester so that appropriate arrangements can be made. Additional information can be found at: UTA Librarian: John Dillard in Social Work Electronic Library, room A-111

11 Page 11 of 18 Course Schedule (Note ** denote that readings are on blackboard) Week/Dates Lecture/Discussion topic Reading Week 1 9/1 Course orientation: syllabus, assignments, introduction, & expectations Week 2 History of women s movement; Kimmel: preface-ch 5 9/8 Social constructionism of gender; Gilligan: intro Gender discrimination; Socialization Student identified articles Week 3 Women and Feminism Kimmel: ch Landrine, H. & Klonoff, E. (1997). Appraisal versus Frequency of Sexist Discrimination in Women s Symptoms in Discrimination Against Women: Prevalence, Consequences, Remedies.** 9/15 Saulnier, C. F. (1996). Conclusions (pp ) in Feminist Theories and Social Work.** Robbins, S., Chatterjee, P., Canda, E.R. (2008). Feminist Theory.** Zucker, A. N. & Stewart, a. J. (2007). Growing up and growing older: Feminism as a context for women s lives. Psychology of Women Quarterly, 31(2), Week 4 Theories of Women s Development Woman s Place in Man s Life Cycle (pp. 5-23) in C. Gilligan, In a Different Voice, ** 9/22 Images of Relationship, (pp ) in C. Gilligan, In a Different Voice** Kimmel: ch 7 Weisz, A. & Black, B. (2002). Gender and moral reasoning: African American youth respond to dating dilemmas. Journal of Human Behavior in the Social Environment, 5(1), Gergen, M. (1990). Finished at 40: Women s development within the patriarchy. Psychology of Women Quarterly, 14(4),

12 Page 12 of 18 Week 5 Women and Workplace Kimmel: ch 9 Gibelman, M. (2003). So how far have we come? Pestilent and persistent gender gap in pay. Social Work, 48(1), /29 Cunningham, M. (2008). Influences of gender ideology and housework allocation on women s employment over the life course. Social Science Research, 37(1), Judge, T. A., & Livingston, B. A. (2008). Is the gap more than gender? A longitudinal analysis of gender, gender role orientation, and earnings. Journal of Applied Psychology, 93(5), Fram, M. S., Miller-Cribbs, J., Farber, N. (2006). Chicks aren t chickens: Women, poverty, and marriage in an orthodoxy of conservatism. Affilia, 21(3), Week 6 Women in Relationships Gender Equality in Intimate Relationship (ch 1: pp. 3-16) in Knudson-Martin & Mahoney. 10/6 The Social Context of Gendered Power (ch 2: pp ) in Knudson-Martin & Mahoney Capturing the Lived Experience of Couples: Our Research Process (ch 3: pp ) in Knudson-Martin & Mahoney Kimmel: ch 12 Critical assessment & reflection paper #1 due Gilligan: ch 3 Week 7 The Myth of Equality (ch 4: pp ) in Knudson-Martin & Mahoney Intimacy, Gender and Power 10/13 Beyond Gender: The Process of Relationship Equality (ch 5: pp ) in Knudson-Martin & Mahoney Carrying Equal Weight: Relational Responsibility and Attunement Among Same-Sex Couples (ch 6: pp ) in Knudson-Martin & Mahoney Gilligan ch 4

13 Page 13 of 18 Week 8 Gendered Power and Parenting Mothering: Innate Talent or Conscious Collaboration? (ch 8: pp ) in Knudson-Martin & Mahoney 10/20 Fathering: Disengaged or Responsive? (ch 9: pp ) in Knudson-Martin & Mahoney Suffering in Silence: Idealized Motherhood and Postpartum Depression (ch 10: pp ) in Knudson-Martin & Mahoney. Kimmel: ch 6 Lamb, M. E., & Bougher, L. D. (2009). How does migration affect mothers' and fathers' roles within their families? Reflections on some recent research. Sex Roles, 60(7/8), White, A. M. (2006). African American feminist fathers narratives of parenting. Journal of Black Psychology, 32(1), Week 9 10/27 Gendered Relationships in Cultural Contexts Pulling Together: How African American Couple Manage Social Inequalities (ch 12: pp ) in Knudson-Martin & Mahoney Pushing the Gender Line: How Immigrant Couples Reconstruct Power (ch 13: pp ) in Knudson- Martin & Mahoney Keeping the Peace: Couple Relationships in Iran (ch 14: pp ) in Knudson-Martin & Mahoney Gender Discourse in Relationship Stories of Young American Couples (ch 15: pp ) in Knudson- Martin & Mahoney Gilligan ch 5 Week 10 Violence Against Women Kimmel: ch 14 Frieze, I. H. (2005). Reexamining Intimate Partner Violence (pp ), in Hurting the One You Love.** 11/3 Kumar, D. (2004). War propaganda and the ab(uses) of women. Media constructions of the Jessica Lynch story. Feminist Media Studies, 4(3), Damant, D., Lapierre, S., Kouraga, A., Fortin, A., Hamelin-Brabant, L., Lavergne, C., & Lessard, G.(2008). Taking child abuse and mothering into account: Intersectional feminism as an alternative for the study of domestic violence. Affilia, 23(2), Luke, K. P. (2008). Are girls really becoming more violent? A critical analysis. Affilia, 23(1), Swan, S. C. & Snow, D. L. (2006). The development of a theory of women s use of violence in intimate relationships, Violence Against Women, 12(11),

14 Page 14 of 18 Week 11 Women and Their Bodies Kimmel: ch 13 11/10 Hess-Biber, S. N. (2007). How Young Women Experience Being a Body in Their Families, Peer Groups, and School Environment (pp ) in The Cult of Thinness.** Peterson, R. D., Tantleff-Dunn, S. & Bedwell, J. S. (2006). The effects of exposure to feminist ideology on women's body image. Body Image, 3(3), ** Week 12 Gender and Mental Health additional readings to be assigned 11/17 Critical assessment & reflection paper #2 due Gilligan ch 6 Week 13 Gender and Spirituality Kimmel: ch 8 11/24 additional readings to be assigned Peterson, R. D., Grippo, K. P.& Tantleff-Dunn, S. (2008). Empowerment and powerlessness: A closer look at the relationship between feminism, body image and eating disturbance, Sex Roles, 58(11/12), ** Week 14 Gender informed intervention Martin & Mahoney: ch /1 additional readings to be assigned Kimmel: epilogue Week 15 Gender informed intervention 12/8 additional readings to be assigned last class Instructor can add additional readings with 48 hours notice. Important dates: Sep 7 University Holiday: Labor day Nov 2 Last day to drop a class or withdraw Nov University Holiday: Thanksgiving Nov 30 Dec 4 Dead Week

15 Page 15 of 18 Dec 18 Dec 12 Jan 19 Last day of semester Graduation 1 st day of spring classes

16 Page 16 of 18 Bibliography Not required reading for the course but useful material to select from for life long learning. In addition, you can explore the library s search engines. Google, and other web search engines for the most recent materials related to the topics of this course. Adriaanse, J. A., &. Crosswhite, J. (1991). David or Mia? The influence of gender on adolescent girls' choice of sport role models. Women's Studies International Forum, 31(5), Anderson, S. G., & Eamon, M. K. (2004). Health coverage instability for mothers in working families. Social Work, 49(3), Baechtold, M., & De Sawal, D. M. (2009). Meeting the needs of women veterans. New Directions for Student Services, 126, Barry, D. T., & Bettel, M. (2006). Sex role ideology among East Asian immigrants in the United States. American Journal of Orthopsychiatry, 76(4), Boneham, M. A., & Sixsmith, J. A. (2006). The voices of older women in a disadvantaged community: Issues of health and social capital. Social Science & Medicine, 62(2), Butler, S. (2009). Women still taking care: The experiences of older home care workers. Journal of Gerontological Social Work, 52(3), Gilligan, C. (1982). In a Different Voice, Cambridge, MA: Harvard University Press. Chuang, S. S., & Tamis, L. C. (2009). Gender roles in immigrant families: parenting views, practices, and child development. Sex Roles, 60 (7/8), Collins, P. Y., von Unger, H., & Armbrister, A. (2008). Church ladies, good girls, and locals: Stigma and the intersection of gender, ethnicity, mental illness, and sexuality in relation to HIV risk. Social Science & Medicine, 67(3), Cunningham, M. (2008). Influences of gender ideology and housework allocation on women s employment over the life course. Social Science Research, 37(1), Damant, D., Lapierre, S., Kouraga, A., Fortin, A., Hamelin-Brabant, L., Lavergne, C., & Lessard, G. (2008). Taking child abuse and mothering into account: Intersectional feminism as an alternative for the study of domestic violence. Affilia, 23(2), Evan, K. (2005). A guide to feminist advocacy. Gender and Development, 13(3), Fram, M. S., Miller-Cribbs, J., Farber, N. (2006). Chicks aren t chickens: Women, poverty, and marriage in an orthodoxy of conservatism. Affilia, 21(3), Frieze, I. H. (2005). Hurting the One You Love: Violence in Relationships. Pacific Grove, CA: Wadsworth/Thompson Learning Gergen, M. (1990). Finished at 40: Women s development within the patriarchy. Psychology of Women Quarterly, 14(4), Gibelman, M. (2003). So how far have we come? Pestilent and persistent gender gap in pay. Social Work, 48(1), Herbst, C. (2005). Virtual females and the sexing of war. Feminist Media Studies, 5(3), Jones, A. (2000).Battering: Who s going to Stop It? (pp ) In Plott, M. & Umansky, L., Making Sense of Women s Lives. An Introduction to Women s Studies. Rownman and Littlefield Publishers Inc. San Diego Press: Collegiate Press. Judge, T. A., & Livingston, B. A. (2008). Is the gap more than gender? A longitudinal analysis of gender, gender role orientation, and earnings. Journal of Applied Psychology, 93(5),

17 Page 17 of 18 Kumar, D. (2004). War propaganda and the ab(uses) of women. Media constructions of the Jessica Lynch story. Feminist Media Studies, 4(3), Lamb, M. E., & Bougher, L. D. (2009). How does migration affect mothers' and fathers' roles within their families? Reflections on some recent research. Sex Roles, 60 (7/8), Landrine, H. & Klonoff, E. (1997). Appraisal versus frequency of sexist discrimination in women s symptoms in discrimination against women: Prevalence, consequences, remedies. Thousand Oaks, CA: Sage Publications Inc. Lichtenwalter, S. (2005). Gender poverty disparity in US Cities: Evidence Exonerating Female- Headed Families. Journal of Sociology and Social Welfare, 32(2), Hyde, C. A., & Deal, K. H. (2003). Does gender matter? Male and female participation in social work classrooms. Affilia, 18, Livingston, B. A., &. Judge, T. A. (2008). Emotional responses to work family conflict: An examination of gender role orientation among working men and women Journal of Applied Psychology, 93(1), Luke, K. P. (2008). Are girls really becoming more violent? A critical analysis. Affilia, 23(1), Moss, N. E. (2002). Gender equity and socioeconomic inequality: a framework for the patterning of women's health. Social Science & Medicine, 54(5), Peterson, R. D., Tantleff-Dunn, S. & Bedwell, J. S. (2006). The effects of exposure to feminist ideology on women's body image. Body Image, 3(3), Peterson, R. D., Grippo, K. P. & Tantleff-Dunn, S. (2008). Empowerment and powerlessness: A closer look at the relationship between feminism, body image and eating disturbance, Sex Roles, 58(11/12), Reidy, D. E., Sloan, C. A., & Zeichner, A. (2009). Gender role conformity and aggression: Influence of perpetrator and victim conformity on direct physical aggression in women Personality and Individual Differences, 46(2), Remmenick, L. (2007). Being a woman is different here : Changing perceptions of femininity and gender relations among former Soviet women living in Greater Boston Women's Studies International Forum, 30(4), Robbins, S., Chatterjee, P., Canda, E.R. (2008). Contemporary human behavior theory: A critical perspective for social work. Needhamn Heights, MA: Allyn & Bacon. Ross-Sheriff, F. (2009). Women and political leadership: The U.S. and global contexts. Affilia, 24(1), 3-4. Saulnier, C. F. (1996). Feminist theories and social work: Approaches and applications. NY: The Hawworth Press. Schuiling, G. A. (2005). On sexual behavior and sex-role reversal. Journal of Psychosomatic Obstetrics & Gynecology, 26(3), Swan, S. C. & Snow, D. L. (2006). The development of a theory of women s use of violence in intimate relationships, Violence Against Women, 12(11), Ross-Sheriff, F. (2008). Aging and gender, feminist theory, and social work practice concerns. Affilia, 23(4), Samuels, G. M., & Ross-Sheriff, F. (2008). Identity, oppression, and power: Feminisms and intersectionality theory. Affilia, 23, 5-9. Weisz, A. N., & Black, B. M. (2002). Gender and moral reasoning: African American youth respond to dating dilemmas. Journal of Human Behavior in the Social Environment, 5(1),

18 Page 18 of 18 White, A. M. (2006). African American feminist fathers narratives of parenting. Journal of Black Psychology, 32(1), Zucker, A. N. & Stewart, a. J. (2007). Growing up and growing older: Feminism as a context for women s lives. Psychology of Women Quarterly, 31(2),