Psychology of Human Sexuality
PSYC 339
Fall 2023
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01
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This course introduces the psychology of human sexuality in its evolutionary, physiological, reproductive, and social contexts. We'll explore various psychological theories of human sexuality, as well as sexual motivations, sexual anatomy, sexual response, sexual pleasure, gender and gender identity, sexual orientation, sexual behavior, sexuality across the life span, safe sex, and consent.
In addition, this course covers contemporary issues that may arise each week, such as sex education, gender diversity, and sexual orientation. For example, National Coming Out Day is during October, and the benefits and drawbacks of self-disclosure will be discussed using excerpts from the podcast SexEd Debunked, which details a personal coming out story. In light of the current political climate, it is anticipated that politically sensitive topics may be discussed in class to sort out myths from evidence supported by scientific research.
The course emphasizes current research in psychology, sexology, and sociology and will be inclusive across cultures, races, ethnic groups, gender, sexual orientation, and relationship orientation. This course is also intended to be responsive to student questions and to provide a space for discussions in a non-judgment, inclusive, and accepting environment. |
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| Credit: 1 |
Gen Ed Area Dept:
NSM PSYC |
| Course Format: Lecture / Discussion | Grading Mode: Graded |
| Level: UGRD |
Prerequisites: PSYC105 OR PSYC105F OR PSYC260 |
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Fulfills a Major Requirement for: (PSYC) |
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Past Enrollment Probability: Not Available |
| SECTION 01 |
Major Readings: Wesleyan RJ Julia Bookstore
There is an assigned textbook for the course to ensure that students have reviewed foundational subject areas, as there is no introduction to sexuality course to draw from: Lehmiller, J.J. (2018). The Psychology of Human Sexuality, 2nd Edition, Wiley Publishers; ISBN-10: 1119164710. ISBN-13: 978-1119164715.
It is intended that this course will allow students to delve into topics on a more nuanced and detailed level. As such, the focus of this course will be on assigned readings and videos which may include:
Additional readings and videos to be examined and discussed may include:
TedTalk: Listening to Shame, Brene Brown, 2012 (discussing vulnerability and shame)
TedTalk: Emily Quinn and Biological Sex
TedTalk: Peggy Orienstein Girls and Sex
TedTalk: Ella Dawson (STIs)
Research Talk: Kristen Jozkowski: Need for Affirmative Sexuality in the Era of Affirmative Consent
Videos:
Sex education videos: Sex in the Netherlands; Sex Education in the United States (John Oliver)
Genderbread Person. https://www.youtube.com/watch?v=-cdsGFnNp6Q
Research Articles and Essays:
Christina, G. (1992). Are we having sex now or what? (Essay on sexual behavior)
Cohen, J.N. & Byers, E.S. (2014). Beyond lesbian bed death: Enhancing our understanding of the sexuality of sexual minority women in relationships. The Journal of Sex Research 51, 893-903. doi:10.1080/00224499.2013.795924
Conley, T. D., Piemonte, J. L., Gusakova, S., & Rubin, J. D. (2018). Sexual satisfaction among individuals in monogamous and consensually non-monogamous relationships. Journal of Social and Personal Relationships, 35(4), 509-531.
Conley, T. D., Ziegler, A., Moors, A. C., Matsick, J. L., & Valentine, B. (2013). A critical examination of popular assumptions about the benefits and outcomes of monogamous relationships. Personality and Social Psychology Review, 17(2), 124-141.
Curley, C. M., & Johnson, B. T. (2022). Sexuality and aging: Is it time for a new sexual revolution? Social Science & Medicine, 301, 114865. DOI: 10.1016/j.socscimed.2022.114865
Goldey, K. L., Posh, A. R., Bell, S. N., & van Anders, S. M. (2016). Defining pleasure: A focus group study of solitary and partnered sexual pleasure in queer and heterosexual women. Archives of Sexual Behavior, 45, 2137-2154.
Koedt, A. (1970). The myth of the vaginal orgasm. In Kolmar, W.K. & Bartkowski, F. (Eds.) (2005). Feminist theory: A reader (pp. 227-231). New York, NY: McGraw-Hill.
Koepsel, E. R. (2016). The power in pleasure: Practical implementation of pleasure in sex education classrooms. American Journal of Sexuality Education, 11 (3), 205-265. doi:10.1080/15546128.2016.1209451
Labrecque, F., Potz, A., Larouche, É., & Joyal, C. C. (2021). What is so appealing about being spanked, flogged, dominated, or restrained? Answers from practitioners of sexual masochism/submission. The Journal of Sex Research, 58(4), 409-423.
Levin, R. J. (2008). Critically revisiting aspects of the human sexual response cycle of Masters and Johnson: Correcting errors and suggesting modifications. Sexual & Relationship Therapy, 23 (4), 393-399. doi:10.1080/14681990802488816
Masters, N. T., Casey, E., Wells, E. A., & Morrison, D. M. (2013). Sexual scripts among young heterosexually active men and women: Continuity and change. Journal of Sex Research, 50(5), 409-420. doi:10.1080/00224499.2012.661102
Montemurro, B., Bartasavich, J. & Wintermute, L. (2015). Let¿s (not) talk about sex: The gender of sexual discourse. Sexuality & Culture, 19, 139-156. doi:10.1007/s12119-014-9250-5
Montemurro, B., & Gillen, M.M. (2013). Wrinkles and sagging flesh: Exploring transformations in women¿s sexual body image. Journal of Women & Aging, 25, 3-23. doi: 10.1080/08952841.2012.720179
Nagoski, E. (2015). Come as you are: The surprising new science that will transform your sex life. New York, NY: Simon & Schuster.
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Examinations and Assignments:
QUIZZES: There will be up to 12 (10 question/ multiple choice) quizzes scheduled in the weeks before each exam and each will present topics that will help students focus their studying efforts.
EXAMS (2-3): during the term and end of the semester are required for a passing grade in this class. The exams will NOT be cumulative.
ASSIGNMENTS (5-8): Written assignments are designed to dive deeper into the material and consider sexuality in students¿ lives and in the broader culture.
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Additional Requirements and/or Comments:
This class will be a combination of lecture and discussion ¿ with a strong focus on class engagement. In order to be prepared for class, students MUST complete the course readings by the dates assigned. It will be difficult to get a good grade in this class without participating in discussions, whether in person or online. Students are expected to come to class having completed the reading/watching videos and ready to share their ideas, questions, and concerns. Engagement of students is a critical part of class as it contributes to the group dynamic of the classroom setting and allows for further critical thought of the presented materials.
Prerequisite requirement: PSYC105 Intro Psychology or PSYC260 Social Psychology
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| Instructor(s): Curley,Christine Marie Times: ...W... 07:10PM-10:00PM; Location: ALLB004; |
Permission of Instructor Required
Enrollment capacity: 15 | Permission of instructor will be granted during the drop/add period. Students must submit either a ranked or unranked drop/add request for this course. |
| Drop/Add Enrollment Requests | | | | | |
| Total Submitted Requests: 9 | 1st Ranked: 0 | 2nd Ranked: 0 | 3rd Ranked: 0 | 4th Ranked: 0 | Unranked: 9 |
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