Teacher(s)
Casini Annalisa; Casini Annalisa (compensates Yzerbyt Vincent); Roskam Isabelle; Roskam Isabelle (compensates Yzerbyt Vincent); Yzerbyt Vincent;
Language
French
Content
In recent years, the issues of gender and gender inequality have received growing attention in many disciplinary fields, including psychology.
As part of the course, several specialists in the psychological sciences will present how sex and gender issues are addressed in a wide range of sub-disciplines of psychology (social, cultural, work, developmental, LGTBQIA+ etc.). They will examine various factors that contribute to the construction of gender at the individual level, look at the psychological functioning of gendered individuals, and study the question of gender at intergroup, positional and ideological levels. In this way, they will, in turn, offer a synthesis that will provide food for thought on this debate and help to advance gender equality.
As part of the course, several specialists in the psychological sciences will present how sex and gender issues are addressed in a wide range of sub-disciplines of psychology (social, cultural, work, developmental, LGTBQIA+ etc.). They will examine various factors that contribute to the construction of gender at the individual level, look at the psychological functioning of gendered individuals, and study the question of gender at intergroup, positional and ideological levels. In this way, they will, in turn, offer a synthesis that will provide food for thought on this debate and help to advance gender equality.
Teaching methods
A variety of methods will be used, depending on the session, including flipped classes, ex-cathedra lectures and confrontations with researchers and teachers from other sub-disciplines of psychology, as well as speakers with proven expertise in gender issues.
Evaluation methods
The MRQ (Multiple-Response Questions) exam consists of 30 items with 4 answer options, one or more of which is correct. A point is awarded if all the correct options have been chosen and no incorrect option has been chosen. No points are awarded in all other cases.
Prohibition of a student from registering for an exam when he or she has not regularly participated in learning activities or the various stages of the educational program.
NB: In accordance with Article 107 of the RGEE, any communication between students or with third parties — including virtual interlocutors such as artificial intelligence systems — during the examination period, regardless of the mode of communication used, constitutes an irregularity.
Also considered irregular is the mere possession, whether direct or indirect, physical or electronic, of materials related to the subject matter of the exam or of technological means allowing access to such materials, unless expressly authorized by the examiner. More generally, any failure — whether intentional or not — to comply with exam instructions or any provision of the present regulations related to the conduct of an examination is considered an irregularity.
Students must allow the proctor to verify that they are not carrying any unauthorized items or devices. These include, but are not limited to, smartphones, smartwatches, smartglasses, connected earphones, and any object capable of connecting to other devices via Bluetooth, Wi-Fi, NFC, etc., and that may provide access to exam-related content or enable communication with third parties.
Prohibition of a student from registering for an exam when he or she has not regularly participated in learning activities or the various stages of the educational program.
NB: In accordance with Article 107 of the RGEE, any communication between students or with third parties — including virtual interlocutors such as artificial intelligence systems — during the examination period, regardless of the mode of communication used, constitutes an irregularity.
Also considered irregular is the mere possession, whether direct or indirect, physical or electronic, of materials related to the subject matter of the exam or of technological means allowing access to such materials, unless expressly authorized by the examiner. More generally, any failure — whether intentional or not — to comply with exam instructions or any provision of the present regulations related to the conduct of an examination is considered an irregularity.
Students must allow the proctor to verify that they are not carrying any unauthorized items or devices. These include, but are not limited to, smartphones, smartwatches, smartglasses, connected earphones, and any object capable of connecting to other devices via Bluetooth, Wi-Fi, NFC, etc., and that may provide access to exam-related content or enable communication with third parties.
Other information
The course is given in French, but a set of English slides is available for international students:
- no but an automatic DeepL translation is available on request
- no
- Will be allowed to use a dictionary when taking the written exam in French:
yes
Online resources
Course Powerpoints will be available on the course Moodle page.
Bibliography
Lectures potentielles en support du cours (rangées par date de parution) :
Helgeson, Vicki (2012). The psychology of gender (4th Edition). New York: Pearson.
Rudman, Laurie, et Glick, Peter (2010). The social psychology of gender: How power and intimacy shape gender relations. New York: Guilford Press.
Owen Blakemore, J. E., Berenbaum, S. A., & Liber, L. S. (2009). Gender development. New York : Psychology Press.
Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2007). Gender Development. In D. N. Ruble, A. Martin & S. A. Berenbaum (Eds.), Handbook of Child Psychology. New York: John Wiley & Sons, Inc.
Eagly, Alice, Beall, Anne et Sternberg, Robert. (2005). The psychology of gender (2nd Edition). New York : Guilford Press
Eckes, T., & Trautner, H. M. (2000). The developmental social psychology of gender. New York: Taylor & Francis.
Helgeson, Vicki (2012). The psychology of gender (4th Edition). New York: Pearson.
Rudman, Laurie, et Glick, Peter (2010). The social psychology of gender: How power and intimacy shape gender relations. New York: Guilford Press.
Owen Blakemore, J. E., Berenbaum, S. A., & Liber, L. S. (2009). Gender development. New York : Psychology Press.
Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2007). Gender Development. In D. N. Ruble, A. Martin & S. A. Berenbaum (Eds.), Handbook of Child Psychology. New York: John Wiley & Sons, Inc.
Eagly, Alice, Beall, Anne et Sternberg, Robert. (2005). The psychology of gender (2nd Edition). New York : Guilford Press
Eckes, T., & Trautner, H. M. (2000). The developmental social psychology of gender. New York: Taylor & Francis.
Teaching materials
- Yzerbyt, V., Roskam, I., & Casini, A. (2021). Les psychologies du genre. Bruxelles: Mardaga.
- PowerPoint de cours
- Articles mis à disposition sur Moodle
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Master [120] in Anthropology
Master [120] in Communication
Master [120] in Family and Sexuality Studies
Master [120] in Information and Communication Science and Technology
Master [120] in Sociology
Master [120] in History
Advanced Master in Gender Studies
Master [120] in Speech and Language Therapy
Master [120] in Psychology
Master [120] in Ethics
Master [120] in Philosophy
Master [120] in Human Resources Management
Master [120] in Journalism