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.
Acquire knowledge regarding how gender and sexuali...
Learning Outcome 01
Describe the relationship between gender, heterono...
Learning Outcome 02
Demonstrate an understanding of the complexity of,...
Learning Outcome 03
Apply an understanding of relevant research method...
Learning Outcome 04
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
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
Assessment Task 1 Learning Portfolio Provides st...
Assessment Task 1
Learning Portfolio
Provides students with an opportunity to demonstrate their knowledge and understanding of core topics.
25%
Assessment Task 2 Research Proposal Allows stud...
Assessment Task 2
Research Proposal
Allows students to demonstrate their understanding of a contemporary issue in gender or sexuality, and the ability to apply that knowledge in the development of a research question and proposal.
35%
Assessment Task 3 Written Essay Enables students ...
Assessment Task 3
Written Essay
Enables students to demonstrate the ability to use empirical evidence to discuss a current real-world issue associated with the content of the unit.
40%
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.