FLM 5410 Gender in Film RESEARCH PAPER GUIDELINES Paper L.docx

FLM 5410 Gender in Film RESEARCH PAPER
GUIDELINES
Paper Length: 2000 words. Due Wed 28 JUNE (Double
spaced, 12 size, etc.)
You must submit it also on Safe Assign through Blackboard.
Sources: You must include at least 6 “works cited” in your
paper. Your Works Cited list at the end must include at least 3
references to sources listed in your syllabus. That can include
your text books, class handouts or books on syllabus from
supplementary texts. The other references can come from other
books/websites, not Wikipedia. Use whatever citation system
you are comfortable with (MLA, Chicago, Harvard/Oxford) –
but be consistent. You must always include page numbers for
direct quotes as well as for paraphrasing ideas (which must be
cited, with pages given).
Methodology: Discourse Analysis in relation to 2 films.
Topics: You must stick to the research question we have
discussed. Failure to do so – or changing your paper topic
without prior consultation will result in an “F” grade.
Structure: Your opening will introduce your topic and provide
some sort of historical/theoretical contextualization about the
key ideas you are working with. Your thesis (central argument)
must be in the introductory paragraph which should only be
about 150-200 words (see sample below). Then, you should
discuss the ideas relevant to your conceptual/theoretical
approach (the gaze? fetishization? post feminism? Masculinity
in crisis? Lad culture?) and include some background on the
historical and/or cultural contexts of your films. This would
also 2-3 paragraphs and be about 300 words.
Then go into your films and apply your ideas to each film. Pick
out key scenes/aspects of the film that illustrate your ideas.

Don’t summarize the whole film but place the idea/scene you
are analysing in a specific context related to your ideas.
Analyse specific details/meanings generated/ imbedded
ideologies, etc. Then analyse your other film with good
transitions such as (“unlike in x, y does …” OR “y also uses
irony, but its humour is more self deprecating than in x…”)
Each film analysis will be approx. 700 words/3-4 paragraphs for
each film. Aim for good transitions as well as a
compare/contrast framework. Have a concluding section of 1-2
paragraphs which brings it all together and closes the discussion
which will be around 400 words.
You must include direct citations from your secondary sources
(so that means at least 8), and if you need to cut down long
quotes, you may refer to ideas, etc in footnotes at the bottom or
end of the paper. The Bibliography/Works Cited at the end of
the paper is not part of the word count.
By Thursday 22 June, please EMAIL ME your THESIS Sentence
– which angle you have decided based on our discussion, and
me know your two films.
See sample below with the thesis underlined. Therefore, send
me an email that would contain films and thesis:
To: [email protected] Films: Unforgiven and 3:10 to Yuma
Thesis sentence: Despite the self-conscious portrayal of
“masculinity in crisis”, these two contemporary westerns still
re-inscribe a traditional masculinity that promises change but
delivers the same heroic formula common to the genre.
SAMPLE opening paragraph that contains the names of the two
films (italicized), dates of films and the thesis (that sits well at
the end of the opening paragraph).
From gun slinging outlaws to cowboys with boots and spurs,
America has always had a soft spot for western movies. But the

traditional western has been updated to reflect a lot of changes
people’s values and attitudes. As one critic has noted, “as
American society changed, the western [and]... characters did as
well” (Martynuska, 59). Over the years the western appears to
include less racist and sexist stereotypes but still contains fairly
traditional ideas of masculinity. The films 3:10 to Yuma (2007)
and Unforgiven (1992) break down and deconstruct many
characteristics about individual heroes and villains, but their
endings reproduce very traditional ideas about masculinity
where “the lone cowboy brings justice and civilization [via]
male heroics” (Benshoff & Griffin, 259). Despite the self-
conscious portrayal of “masculinity in crisis”, these two
contemporary westerns still re-inscribe a traditional masculinity
that promises change but delivers the same heroic formula
common to the genre.
YOUR PAPER WILL BE GRADED BASED ON THE
FOLLOWING 4 CATEGORIES:
STRUCTURE AND ORGANIZATION: Have you answered the
question? Do you have a clear argument/thesis that you
defend and develop throughout? Is the organization logical and
does the paper make good use of paragraphs?
CONTENT: Are the conceptual and/or theoretical components
to the essay clear? Is there evidence to support
your positions? Is there good critical analysis? Is the material
presented relevant to the chosen topic?
RESEARCH: Are you demonstrating research skills? Have you
used a range of sources and does the paper reflect
current debates in the area? Is your paper thoroughly
referenced, using an appropriate system, with a
correctly presented “Works Cited”?
PRESENTATION: Is the paper well written? Is it proof-read for
grammar and spelling errors? Is it well presented?

Slide *
© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
A Topical Approach to
Life-Span Development 6e
Chapter Twelve:
Gender and Sexuality
John W. Santrock
Slide *
Biological, Social, and Cognitive Influences on
GenderBiological InfluencesGender: Characteristics of being
female or maleGender role: Set of expectations prescribing how
females and males should act, feel, and thinkGender typing:
Process by which children acquire thoughts, behaviors, and
feelings culturally appropriate for their genderSex: Designates
the biological aspects of being female or male
Slide *

GenderBiological InfluencesChromosomes: 23rd pair with X
and YHormonesEstrogensInfluences development of female
physical sex characteristics and helps regulate menstrual
cycleAndrogens Testosterone promotes development of male
genitals and secondary sex characteristics
Slide *
GenderBiological InfluencesExamples of conditions from
unusual levels of sex hormones early in developmentCongenital
adrenal hyperplasia (CAH)Androgen-insensitive malesPelvic
field defectFailed sex reassignment
Slide *
GenderEvolutionary psychology viewDiffering roles in
reproduction placed different pressures on males and
femalesKey gender differences in sexual attitudes and sexual
behaviorsMales — competition, violence, risk-takingFemales —
parenting effort, selection of successful mate

Slide *
Biological, Social, and Cognitive Influences on GenderSocial
influencesDifferences due to social experiencesSocial role
theory: Gender differences result from contrasting roles of men
and womenPsychoanalytic theory of gender: Claims child
identifies with same-sex parent by age 5 or 6Many disagree,
claiming gender learned much earlier (even in absence of same-
sex parent)
Slide *
Biological, Social, and Cognitive Influences on GenderSocial
influencesDifferences due to social experiencesSocial cognitive
theory of gender — gender development results from
observation and imitation, use of rewards and punishments for
gender-appropriate behaviorsMothers’ socialization
strategiesFathers’ socialization strategiesExposure to media,
peers, other adults in culture
Slide *

GenderCognitive influencesGender schema theoryGender typing
emerges gradually in gender schemas of what is culturally
gender-appropriate and inappropriateGender-typed behavior can
occur before children develop gender constancySchema:
cognitive structureGender schema: organizes world in terms of
female and male
Slide *
Cognitive InfluencesGender schema theory
Gender typing emerges gradually in gender schemas of what is
culturally gender-appropriate and inappropriateGender-typed
behavior can occur before children develop gender
constancySchema: Cognitive structureGender schema:
Organizes world in terms of male and female
*
Slide *
Gender Stereotyping,
Similarities, and DifferencesGender stereotypingGeneral
impressions and beliefs about females and malesTraditional
masculinity and femininityMales — instrumental traitsFemales
— expressive traitsRoles and traits — unequal social status,
powerDevelopmentallyGender stereotyping present in 2-year-

oldsStereotyping varies with culture
Slide *
Figure 12.2 - Young Children’s Judgments about Competency in
Stereotyped Occupations
Slide *
Similarities, and DifferencesGender similarities and
differencesPhysical differencesFemales have longer life
expectancyless likely to develop mental or physical
disordersResistant to infections, more elastic blood
vesselsMales have higher levels of stress hormones causing
faster clotting and higher blood pressure
Slide *

Similarities, and DifferencesGender similarities and
differencesPhysical differencesFemale brains are smaller, have
more foldsPart of hypothalamus involved in sexual behavior is
larger in menArea of parietal lobe functioning in visuospatial
skills is larger in malesAreas of brain involved in emotional
expression show more activity in females
Slide *
Similarities, and DifferencesCognitive similarities and
differencesSome claim males better at math and visuospatial
skills and females better at verbal skillsOthers claim no
differences or exaggeratedNational standardized tests Boys
slightly better at math and science Girls better at reading and
writingOverall, girls superior students to boysMore males
placed in special/remedial classes
Slide *
Figure 12.3 - Visuospatial Skills of Males and Females

Slide *
Similarities, and DifferencesSocioemotional similarities and
differencesAggressionMales more physically aggressive in all
culturesFemales may be verbally aggressive; use relational
aggression more than menSelf-RegulationMales show less self-
regulation, can lead to behavioral problemsControversies over
psychological differences
Slide *
differencesMeta-analysisGender differences: small to
nonexistentPhysical aggression differences were
moderateLargest difference in motor skills favoring malesMales
more sexually active than females
Slide *

differencesGender in contextGender varies across
contextsMales more likely to help in perceived dangerFemales
more likely to volunteer to help with childGirls show more
care-giving behaviors than boysMales more likely to show anger
towards strangers and turn anger into aggressionCultural
backgrounds influence socialization
Slide *
Gender Development
Through the Life SpanChildhoodChildren form many ideas
about what the sexes are like from about 1½ to 3 years of
ageBoys receive earlier and more intense gender socialization
(e.g., “boy code”)Boys could benefit from more socialization to
express emotions and better regulation of aggressionChildren
show clear preference for same-sex peers
Slide *
Gender Development

Through the Life SpanAdolescenceTransition point; changes in
pubertyGender-intensification hypothesisPsychological and
behavioral differences between boys and girls become greater
during early adolescencePsychological and behavioral
differences between boys and girls become greater during early
adolescenceMixed messages and special problems
Slide *
Gender Development
Through the Life SpanAdulthood and agingGender and
communicationRapport talk Language of conversation, a way to
establish connections and negotiate relationshipsPreferred by
womenReport talkLanguage designed to give information,
including public speaking Preferred by men
Slide *
Gender Development
Through the Life SpanAdulthood and agingWomen’s gender
developmentWomen often try to actively participate in others’
developmentEmotionallyIntellectuallySociallyWomen maintain
competency, self-motivation, and self-determination in
relationships

Slide *
Gender Development
Through the Life SpanAdulthood and agingMen’s gender
developmentMale roles are contradictory and inconsistentCan
cause role-strain inHealth (may be considered: hazardous)Male-
female relationships (affected by traditions)Male-male
relationships (fathers have impact)
Slide *
Gender Development
Through the Life SpanGender and agingDecreased masculinity
in most men; decreased femininity may occur in some
womenImpacted by cohort effectsOlder women face double
jeopardy of ageism and sexismOlder ethnic minority women
face triple jeopardy: ageism, sexism, racism
Slide *

Exploring SexualityBiological and cultural
factorsBiologicalSexual behavior is influenced by sex
hormonesSexual behavior is so individualized in humans that it
is difficult to specify hormonal effectsSexual motivation also
influenced by cultural factors
Slide *
Exploring SexualityBiological and cultural factorsCultural
factorsRange of sexual values across cultures is substantialInes
Beag: small island off coast of IrelandExtreme sexually
repressive conditionsMangaian culture in South PacificSexual
behavior encouraged very open
Slide *
Exploring SexualityBiological and cultural factorsCultural
factorsSexual scripts — stereotyped expectancy patterns for
how people should behave sexuallyTraditional religious script
— sex is accepted only within marriage; sex is for reproduction
and sometimes affectionRomantic script — sex synonymous
with love

Slide *
Figure 12.4 - Sex in America Survey
Cohabiting (married)
Noncohabiting
Men
Men
Women
Women
1%
2 to 3 times a week
3%
Never
A few times a year
A few times a month
4 or more times a week
Slide *
Exploring SexualitySexual orientationHeterosexual attitudes
and behaviorDifferent categories for frequency of sexMarried

couples have sex more oftenMost couples enjoy traditional
sexAdultery is exception, not the ruleMen think about sex more
than womenMost lead conservative sexual lives
Slide *
Exploring SexualitySexual orientationAttitudes and behaviors
of lesbians and gay malesBisexual: Sexually attracted to both
sexesResearch on biological and hormonal differences on sexual
preferences unclearAnatomically — area of hypothalamus
governing sexual behavior 2x larger in heterosexual
malesSexual orientation: most likely results from mix of
genetic, hormonal, cognitive, environmental factors
Slide *
of lesbians and gay malesGender differences appearing in
heterosexual relationships also occurs in homosexual
relationshipsImportance of trust, affection, sharing of
friendsSexual attraction more important to menLesbians have
fewer partners, have sex less oftenMore equal in labor and
power than traditional couple

Slide *
of lesbians and gay malesGay and lesbians experience life as
minorities in dominant culture, with bicultural identitySpecial
concern:Hate crimes Stigma-related experiences; verbal
harassment
Slide *
Exploring SexualitySexually transmitted infections
(STIs)GonorrheaSyphilisChlamydiaGenital HerpesHPV —
causes genital wartsHIV and AIDS — sexually-transmitted
disease caused by human immunodeficiency virus (HIV)
Slide *
Exploring SexualitySexually transmitted infections (STIs)AIDS
has impact worldwideSub-Saharan Africa has epidemic
proportionsLittle use of condomsHigh infection rate for
adolescentsOrphans left with o caregivers12 million orphans in
2006In United States — prevention targeted at specific
groupsDrug users, STD infected persons, young gay males

Slide *
Exploring SexualitySexually transmitted infections
(STIs)Protecting against STIsEducation and development of
effective drug treatmentsOnly safe behavior is abstinenceKnow
your and your partner’s risk statusObtain screening tests for
STIsHave protected, not unprotected, sexDon’t have sex with
multiple partners
Slide *
Exploring SexualityForcible Sexual BehaviorRapeForcible
sexual intercourse without consent; legal definitions vary by
stateVictims reluctant to report rape; stats varyDate or
acquaintance rape: Coercive sex activity with acquaintance;
concern for college studentsRape of male victims is rare, does
occurConstitutes almost 5% of all rapes
Slide *

Figure 12.5 - Rape Victim-Offender Relationships
50
40
30
20
10
0
Friend
Percentage of sample
Classmate
Boyfriend/ ex-boyfriend
Acquaintance
Offender
Other
Slide *
Exploring SexualitySexual HarassmentRanging from remarks to
physical contact, blatant propositions to sexual assaultsMost
victims are women in educational and workplace settingsHas
serious psychological effects on victimOne person’s
manifestation of power over another
Slide *

Sexuality through the Life SpanChild sexualityMajority of
children engage in some sex playUsually with friends or
siblingsExhibiting or inspecting the genitalsMost motivated by
curiositySex play declines, but sexual interest remains high in
elementary school years
Slide *
Sexuality through the Life SpanSexuality in adolescenceTime of
sexual exploration, experimentation, fantasies, and
incorporating sexuality into one’s identityMost have insatiable
curiosity about sexMajority develop mature sexual identity;
most have times of vulnerability and confusionSocieties vary in
response to adolescent sexuality
Slide *
Sexuality through the Life SpanSexuality in
adolescenceDeveloping a Sexual IdentityMultifaceted, lengthy
challenge to manage new feelings, develop identity and self-
regulationGreat variety in orientations, interest levels, anxiety
levels, activity, and reasons for choices in activityGay or
lesbian identity: gradual coming-outHomosexual behavior in
adolescence may not continue into adulthood

Slide *
Sexuality through the Life SpanSexuality in adolescenceTiming
and frequency of sexual behaviorsFirst initiation experience
varies by country, cultureCross-culturally: majority of females
and males have first experience by age 17
Slide *
Sexuality through the Life SpanSexuality in adolescenceTiming
and frequency of sexual behaviorsU.S. study:African American
and inner-city youth most activeAsian American youth most
restrictedMales more active than femalesCasual oral sex is
common, increasing; believed to be safer and not really “having
sex”
Slide *
adolescencePersonal risk factorsEmotionally unprepared for
sexual experiencesOther risky behaviors linked to early sexual

activityDrug use, delinquency, school-related problemsRisky
behavior patterns can continue as disorders in emerging
adulthoodContextual factorsSES, parenting styles, peer
factorsHaving sibling engaging in early activity
Slide *
adolescenceCognitive factors are linked to sexual risk
takingContraceptive use can reduce risks; increased use of
contraceptives by adolescentsAge affects choice and
consistency of use 3 million U.S. adolescents acquire STIs
annuallyU.S. adolescent pregnancy rates decreasing; but one of
highest rates in developed worldNegative consequences for teen
mother and child
Slide *
Figure 12.7 - Cross-Cultural Comparisons of Pregnancy
Births per 1,000 women 15 to 19 years old
60
40
1975
0

80
20
1990
1970
1980
1995
2000
Year
1985
Slide *
Sexuality through the Life SpanConsequences of Adolescent
PregnancyHealth risks for mother and childLow birth rate in
newborns linked to infant mortality, neurological problems,
childhood illnessYoung mothers more likely toDrop out of
school; were low achievers in schoolHave history of conduct
problemsCome from low-income backgroundsLive in poverty
Slide *
Sexuality through the Life SpanEmerging adulthoodPatterns of
heterosexual behaviorTime frame for sexual activity and
singlehoodMales have more casual sex; females more

selectiveMost limit sex partners to one or two persons
annuallyCasual sex more common in “hooking up”The earlier
the age of first sex, the more sexual activity in emerging
adulthoodReligious adults have fewer sexual partnersAlcohol
use loosens inhibitions, decreases caution
Slide *
Sexuality through the Life SpanSexuality and agingMiddle
adulthoodClimacteric: Midlife transition, fertility
ends/declinesWomen: Menopause late forties or early
fifties;Perimenopausal is transitional timeHormone replacement
therapy (HRT): Risks involvedMen: less testosterone, less
desire, possible erectile dysfunction (Viagra and similar drugs
have appeared)Ability to function slows little, frequency drops
in old age
Slide *
Sexuality through the Life SpanSexuality and agingLate
adulthoodAging does have some effects on sexual
performanceMen experience more changes than womenOrgasm
less frequentMore direct stimulation neededErection problems
more likely after 65Sexuality can be lifelong; most older adults
report being satisfied

Slide *
The End
Slide *
A Topical Approach to
Life-Span development 6e
John W. Santrock
Chapter Thirteen:
Moral Development,
Values, and Religion
Slide *
Domains of Moral DevelopmentWhat is moral
development?Changes in thoughts, feelings, and behaviors
regarding standards of right and wrongAn intrapersonal

dimension: regulates activitiesAn interpersonal dimension:
regulates social interactions and arbitrates conflict
Slide *
Domains of Moral DevelopmentPiaget’s theoryHeteronymous
morality (ages 4 to 7)Justice, rules are seen as unchangeable
properties of the world, removed from the control of
people(ages 7 to 10): in transition between the two
stagesAutonomous morality (ages 10 and older)Becomes aware
rules and laws created by people; in judging an action, they
intentions and consequencesImmanent justice If a rule is
broken, punishment will be meted out immediately
Slide *
Domains of Moral DevelopmentKohlberg’s theoryMoral
reasoning unfolds in universal stagesTested by story with moral
dilemmaTheory of three levels, two stages in eachReflects some
of Piaget’s concepts
Slide *

Kohlberg’s Theory of Moral DevelopmentPreconventional
reasoning — lowest level (good or bad based on external
rewards and punishment)Stage 1. Heteronomous morality —
tied to punishmentStage 2. Individualism, instrumental purpose,
and exchange tied to equalityConventional reasoning —
intermediate level (one applies certain standards, but are set by
others)Stage 3. Mutual interpersonal conformity, expectations,
relationships to others is basis of judgmentStage 4. Social
systems morality based on social order, law, justice, and
dutyPostconventional - highest level (recognizes other moral
courses, explores options, decides own moral codeStage 5.
Social contract or utility and individual rights (evaluates
validity of actual laws, social systems for preserving/ protecting
basic human rights, values)Stage 6. Universal ethical principles
— moral standard on universal human rights
Slide *

Domains of Moral DevelopmentKohlberg’s
theoryEvaluationSeventh stage added: cosmic perspectivePeer
interaction critical influenceCriticismsMoral reasons
(overemphasized) can be shelter for immoral behavior
(underemphasized)Faulty research: difficult to measure
moralityCulturally biased? – universality of stages one to four
found in twenty-seven mostly non-European cultures
Slide *
Figure 13.2 - Age and Percentage of Individuals at Each
Kohlberg Stages
60
50
40
30
20
10
0
Mean percent of moral reasoning at each stage
70
14
10
16
18
Age (years)
22
24
26
28

32
12
34
36
30
20
Slide *
Domains of Moral DevelopmentFamilies and moral
reasoningFamily processes, relationships important in
children’s moral developmentGilligan: Kohlberg’s theory is
gender-biasedKohlberg’s theory has justice perspective — focus
on rights of individual, one stands alone and
independentlyGilligan’s care perspective — views people in
terms of connectedness with others; girls interpret moral
dilemmas in terms of human relationships
Slide *
Domains of Moral DevelopmentReasoning Social conventional
reasoningFocus on conventional rules created by social
consensus to control behavior, maintain societyArbitrary and
subject to individual judgmentMoral reasoning Focuses on

ethical issues and rules of moralityObligatory, widely accepted,
somewhat impersonalDistinction: personal domain (issues are
personal)
Slide *
Domains of Moral DevelopmentMoral behaviorBasic Processes
of reinforcement, punishment, and imitation: behavior is
situation-specificInfluence of others present like
peersResistance to temptation and self-controlInfluenced by
cognitive rationales, factorsSocial cognitive theory of
moralityDistinguishes between moral competence (ability to
produce moral behaviors) and moral performance (actually
performing them)
Slide *
Domains of Moral DevelopmentMoral feelingFreud’s
psychoanalytic theoryFoundation of moral behavior is avoid
guilt feelingsSuperego: moral branch of personality (two
parts)Ego ideal — Rewards for acting ideal standards; sense of
pride and personal valueConscience — Punishes for
disapproved acts; feeling guilty and worthlessChildren
internalize parents’ standards; self-control replaces parental
control

Slide *
Domains of Moral DevelopmentMoral feelingEmpathyReacting
to another’s feelings with emotional response similar to other’s
feelingsCognitive component — perspective-takingDevelops
from infant’s global empathyChildren’s ability depends on
awareness that people have different reactions to situations
Slide *
Domains of Moral DevelopmentRole of emotion in moral
developmentContemporary perspectiveWhen strongly felt, both
positive and negative feelings contribute to moral
behaviorPositive feelings: empathy, sympathy, admiration, self-
esteemNegative feelings: anger, outrage, shame, guiltSome
emotions undergo developmental change throughout childhood
and beyond; interwoven with cognitive and social aspects of
development
Slide *

Domains of Moral DevelopmentMoral personalityThree key
dimensions: thoughts, behavior, feelingsFourth dimension:
personalityCore that may constitute moral personalityMoral
identity: Willpower, integrity, moral desireMoral character:
Convictions, persistence, focusMoral exemplars: Being honest
and dependable; having set of virtues reflecting moral
excellenceDifferent types (e.g. brave, caring)
Slide *
Contexts of Moral DevelopmentParentingPiaget and Kohlberg
discounted parents’ input to children’s moral
developmentParents see themselves in primary roleRelational
qualityMutual obligations of close relationshipParental power
of discipline, child’s self-control
Slide *
Contexts of Moral DevelopmentParentingParents see themselves
in primary roleProactive strategies (monitoring, distracting
child)Cocooning (protect from exposure)Pre-arming (discuss
what could happen, what to do)Conversational dialogueCan be
planned or spontaneousCan encourage, teach, contribute to
child’s moral development

Slide *
Contexts of Moral DevelopmentParenting linked to child’s
moral behaviorParenting recommendationsWarm and
supportive, not punitiveUse inductive disciplineProvide
opportunities for childrenInvolve children in decisionsModel
moral behaviorsProvide info and foster internal morality
Slide *
Contexts of Moral DevelopmentSchoolsThe Hidden Curriculum
Character educationDirect moral education approach teaches
students basic moral literacy to prevent immoral behavior,
doing harm to themselves or others Values clarificationHelps
clarify what life is for, what to work forStudents encouraged to
define own values and understand others’ values
Slide *
Contexts of Moral DevelopmentSchoolsThe Hidden Curriculum
Cognitive Moral EducationStudents should value things like
democracy and justice as moral reasoning developsInstructor is

facilitator, not directorService LearningForm of education that
promotes social responsibility and service to
communityBenefits student volunteers and recipients
Slide *
Contexts of Moral DevelopmentCheating in schoolsMoral
education concernPlagiarism, cheat sheets in exams, purchasing
papersCopying from another student, falsifying lab reports2006
survey: 60% had cheated Many reasons given for ‘why’Power of
the situation has impactStrategies, preventive measures need to
occurPromote academic integrity
Slide *
Contexts of Moral DevelopmentMoral educationIntegrative
approachUse reflective moral thinking and commitment to
justiceDiscuss students’ experiencesAdult coach students in
ethical decision makingStudents need to experience a caring
communityIntegrative ethical educationProgram builds on
concepts of expertiseGoal: turn moral novices into moral
experts

Slide *
Prosocial and Antisocial BehaviorProsocial behaviorAltruism
and ReciprocityAltruism: Unselfish interest in helping another
person, mostly evoked by empathyMany prosocial behaviors
involve reciprocity; the obligation to return a favor with a
favorSharing and fairness: A developmental sequenceEquality
(same, fair)Merit (earned, deserve it)Benevolence (special
treatment for disadvantaged)
Slide *
Prosocial and Antisocial BehaviorProsocial behavior and
genderFemales engage in more prosocial behavior than
malesAltruism and volunteerism in older adultsOlder adults
engage in more altruistic behavior and
volunteeringVolunteering linked to positive outcomesMore
satisfied in life, less depressed and anxious, better physical
health
Slide *
Prosocial and Antisocial BehaviorAntisocial behavior Most
children diagnosed with “conduct disorder”Conduct

disorderAge-inappropriate behaviors, attitudes violating norms,
rights of othersBehaviors encompass a wide rangeSerious
conduct problemsExternalizing or undercontrolled patterns of
behavior
Slide *
Prosocial and Antisocial BehaviorAntisocial behavior Juvenile
delinquency: Adolescents who commit illegal actsBroad
concept; behaviors from littering to murderMore males than
females; female behaviors increasingBehaviors peak at ages 16
to 18Early onset more negative outcome than late onsetRates
among minority groups and lower-socioeconomic-status youth
Slide *
Prosocial and Antisocial BehaviorCauses of Juvenile
delinquencyPittsburgh Youth Study: AntecedentsAuthority
conflictCovert ActsOvert AggressionNot exclusively lower-SES
phenomenon; characteristics of lower-SES culture can promote
delinquencyHigh-status traits for boysAffected by family and
peer relationships

Slide *
Prosocial and Antisocial BehaviorCauses of Juvenile
delinquencyFamilyLess skilled parents, lack of child
monitoring, family discord, inappropriate discipline methods,
physical abuse, presence of delinquent siblings or
peersCognitive factorsLow self-esteem, low IQ, lack of
sustained attention, low self-control
Slide *
Values, Religion,
Spirituality, and MeaningSpiritualityA sense of connectedness
to a sacred otherValuesBeliefs, attitudes about the way things
should beMeasured by asking what one’s goals areYouth of
today have stronger interest in welfare of societyLack of clear
goals leads to only short-term focus
Slide *
Values, Religion,
Spirituality, and MeaningReligion and spiritualitySocieties use

many methods to ensure people carry on religious
traditionsMost adopt religious teachings of upbringingMost
religious change occurs in adolescencePositive relationship or
secure attachment with parents make adolescents more likely to
adopt religious orientation of parents
Slide *
Values, Religion,
Spirituality, and MeaningReligion and spiritualityPiaget’s
viewsAdolescents think more abstractly, idealistically,
logicalLogical reasoning gives ability to form hypothesis and
systematically sort through religious questionsReligion
important to most adolescentsLink between identity and
spirituality in adolescence and early adulthood
Slide *
Values, Religion,
Spirituality, and MeaningPositive role of religion in
adolescents’ livesChurch going linked to better grades from
low-income backgroundsLower rates of delinquency and drug
useBetter ability to cope with problemsMore sensitivity to well-
being of others, commitment to community service

Slide *
Values, Religion,
Spirituality, and MeaningPositive role of religion in adults’
livesMore important to women than menImportant to adults
around the world; importance may change with aging70% of
Americans religiousAfrican Americans and Latinos show higher
rates of religious participationIndividual differences in religion
in middle adulthood
Slide *
Values, Religion,
Spirituality, and MeaningReligion and healthReligious sect
members resist using medical treatments and pain-relieving
medicationsPositive link between religious commitment and
healthLifestyle: lower drug useSocial networks: more connected
to othersCoping with stress; more comfort and supportMore
optimism, positive perceptions of pain, loss

Slide *
Values, Religion,
Spirituality, and MeaningReligion in older adultsLinked to
mortality; church attendance lowers riskIncreased more for
women than menLinked to spirituality in early adulthoodFaith is
most significant influence in one’s lifePut faith into practice
more oftenHighest commitment linked to highest self-esteem,
life satisfaction, and optimism
Slide *
Values, Religion,
Spirituality, and MeaningReligion in older adultsHas
psychological benefitsDerived sense of meaning in lifeMeaning
in LifeFrankl’s three most distinct human qualitiesSpirituality,
freedom, responsibilityQuest for meaningful life is need
forPurpose and valuesA sense of self-efficacy and self-worth
Slide *
The End

FLM 5410 Gender in Film RESEARCH PAPER GUIDELINES Paper L.docx

FLM 5410 Gender in Film RESEARCH PAPER GUIDELINES Paper L.docx

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