Let's talk about Sex (ed.), Baby

I first experienced Clark University's acceptance towards sex through a couple of activities: Vox (Voices for Planned Parenthood)'s annual "Sexfest", an event used to promote sexual health, TOPICS (Training, Outreach, Prevention, Intervention, Counseling, and Support) annual "Sex and Chocolate", an event to discuss dating violence and promote sexual health, and through an event that took place last year called "I Heart Female Orgasm", a sex education program hosted by Marshall Miller & Dorian Solot (link to their website here).

Despite my previous exposure to sexual topics, I was still a bit hesitant going into PSYC143: Human Sexuality for reasons that I presume to be fairly understandable and common; sex is quite a taboo in American society and to have a course devoted to the subject feels equally appealing and terrifying. We jumped into the topic matter right away (we watched some video clips, talked about sexual practices in different societies and historical times), but I recall that I didn't truly feel discomfort until our second discussion section. After a brief discussion about a male sex survey in a magazine and its general lack of integrity (found here if anyone is interested), the TA prefaced a video clip by saying "okay, this is a documentary called Breasts. The video will contain images of topless women speaking about their experiences and feelings towards their own breasts". And as soon as she said that, I remember feeling an aching sort of resistance to the whole idea, like "whyyyy? Why must I view these topless women in a class where men are present? And anyway, isn't this stuff private and inappropriate, for each individual woman's eyes only?"

Instantly my natural reaction made me somewhat infuriated with myself. I have always considered myself a feminist, so to be feeling uncomfortable viewing a natural part of the female body made me more upset than anything else. And for me to instantly (though not continuously) assume that men wouldn't take it seriously, was equally as oppressive. Luckily I shook off my negative feelings and throughout watching the video my discomfort waned and I learned a bit about these women's experiences.

My professor, Abbie Goldberg, kindly insisted on meeting all of the students in our 41-person class so as to put faces to our names. I was able to speak with her briefly about my discomfort and she suggested that I try to determine why exactly I maintain this feeling of discomfort while viewing these images. I recall she said something along the lines of "you probably wouldn't feel uncomfortable viewing noses, so why do you while viewing breasts?"

I am now seeing this class as, of course, an informative class that delves into the psychology and anatomy of human sexuality. In addition to this, however, I am beginning to see this class as an opportunity to push out of my comfort zone and reclaim ideals that have always been easier to maintain in theory rather than practice, e.g. viewing a nude body as something that is beautiful rather than bizarre or sexualized. I aspire, through this class, to learn much and feel more comfortable with the topic of sexuality, hopefully lessening the burdensome sort of reservations that have been placed on otherwise common and healthy human actions.

Snowy Jewish Groundhogs

Today is a snow day of sorts! By that I mean: it's definitely been snowing...

A bunch of people have had their classes canceled, but I suppose some of my professors are just especially hardy. Human Sexuality was canceled today, but I still had to trudge through the snow/ice to Astronomy for a quiz. My day was brightened when I saw a Jewish groundhog dancing to techno music in the University Center; sources in Hillel tell me that they made up a word for Groundhog Day in Hebrew, and they're celebrating by having a person in a groundhog suit (and yarmulke) hand out hot chocolate to students. If you google "Yom HaMarmitah" Clark Hillel is the first result to show up! Check out an article about it here.

My observation project for Qualitative Methods has been going well so far; I've been spending about an hour outside of class observing people per week. It's been somewhat frustrating to schedule around all the snow, but overall it's an interesting project. I seem to be on the right track (at least, so far my check-ins have been going well) so I still feel rather indifferent about the overall lack of direction. The class seems to be set up to focus mostly on the projects, with the readings acting as supplemental materials to help explain issues we might come across out in the field; differentiation between qualitative/quantitative methods, perception of those we view (this is a really interesting article that deals with the perception of the Nacirema Tribe, if anyone is interested - try to figure out what they're really talking about). The professor uses a lot of media in order to facilitate our discussion, which has been enjoyable so far.

In fact, my Human Sexuality professor has been using a lot of media in lectures, as well. Recently we watched a clip from the movie Kinsey, which was interesting/more humorous than I expected. I think I will watch the remainder of the film on my own time, if I can spare some.

Much of my time has been spent doing things, co-president things (whee! I'm a co-president), with/for the Film Society (CUFS): we've been planning a lot of co-sponsorships and events for the Spring semester! We will be co-sponsoring with Black Student Union, Open, Vox, Clark Musical Theater, and others. And we're planning a James Bond night! With mock-tails and cards.

I have few updates from Hebrew Bible II at this point, but I'm certain that I'll have more to say about it once we delve deeper into the material. So far we've examined a bit of Amos, with particular focus on the pattern of poetry in the bible: a line that states something, followed directly by a second line that either repeats the concept previously stated, or contrasts it. In this way the lines reinforce the concept; "like an idea opening up like a flower", said my professor.

Today is a good day to drink tea and catch up on homework! Happy Groundhog Day, everyone! Just remember, if you get caught re-living the same day over and over again just like Bill Murray's character in the movie Groundhog Day, be sure to do something useful with your extra time, like learn to play the piano.

The old switcheroo

I've switched my classes around!

I attended the PSYC175: Intro to Clinical class last Thursday and did not find it to my liking; the material sounded interesting but the course required a higher workload than I was able to contribute to a course that was not required to take (plus there was a long list of students waiting to get in - hopefully I made one of them happy by giving up my spot!).

I spent a bit of time looking through the Spring 2011 Course Listings and found a Jewish Studies course with open space: JS118: Introduction to the Hebrew Bible II. This course is not required for my concentration as I've already fulfilled the credit that this would count for. However, it is being taught by one of my favorite professors at Clark, Everett Fox. He is incredibly articulate and intelligent, and I am pleased to be able to take another of his courses. While looking for classes I always first look at the subject matter and determine course selection based on this. However, it is always great to find a professor that teaches in a style that is particularly pleasing to the individual. I feel like this is an acceptable way to choose courses, as well.

My other courses have been interesting so far! I have been completely absorbed by my first PSYC109 (Qualitative Methods in Psychology) project; we are encouraged to go into our chosen observation field (an area on campus previously designated as such) twice a week, observing the "natives" and taking notes on their interactions/activities. The project has been set up so that there are very few directions, thus very few limitations. I do not feel strongly about this lack of direction yet, though I know that some students in the class are infatuated with the idea whereas others are upset by the lack of structure. I do wonder how the professor will be able to grade in a standard way if everyone is able to go about their project in a unique manner.

There is not much to report yet from my other classes - work has been picking up but most classes are still in the introductory/early phases of learning material. I am excited to dig deeper into the topics and hopefully learn some interesting things about the psychology of human sexuality, astronomy, and the Hebrew bible.

Introduction to Classes

I have been back at Clark for about twenty-six hours, and already I've: attended one class, gathered my textbooks, seen friends, cleaned mold out of my fridge, and slipped on the ice approximately five times. It's going to be a good semester!

I'm taking mainly psychology courses in order to continue fulfilling my basic processes and introductory course requirements; those which must be fulfilled before moving onto the mid-level courses. I'm pretty excited about the classes I'm taking, despite three of them being required in some regard. I'm taking Astronomy (ASTR002), which fulfills my science perspective. I managed to get into PSYC143, Human Sexuality, which fulfills my basic processes requirement and will be very interesting, especially since such topics are rather taboo throughout high school, thus limiting my exposure to them. In addition, I signed up for PSYC175, Intro to Clinical Psychology, which will not fulfill any requirements for me. However, I am very interested to learn about clinical psych and what it actually entails.  

My fourth course is PSYC109, Qualitative Methods. This is one of the basic intro courses required for all psychology majors. Because I am a bit behind with my requirements, many of the students in the class are grades younger than I am, and even some of the PLA's (peer learning assistants) are a grade younger. It is rather silly! I attended class today and it seems like it will be an enjoyable semester, complete with two major projects; a continuous observation project, and an interview project focused on the elderly. I am completely infatuated with elderly people as a whole, so this topic could not be better catered to my interests. 

I would have liked to take some Jewish Studies courses this semester, but there wasn't a substantial selection of them being offered and those that were conflicted with my schedule. No matter, it will be great to have finished all of my basic psych requirements and different perspectives courses by the end of this semester. 

The final (exam) stretch

I'm taking a bit of a break from studying and writing my paper to update. I've been spending this rainy Sunday touching up my Experimental Methods in Psychology final paper, and once I'm written my cover letter I will move onto preparation for my Agency & Action (Holocaust) final. The professor was wonderfully kind and had one of the TA's email all of the students a list of essay questions that will be on the final exam this Wednesday. We are allowed to bring in one sheet of paper (with notes written on the front & back) which we will be able to use to help guide our essays. I am grateful for this help, seeing as I have two additional finals on Thursday. My Adolescent Development final exam starts at eight in the morning! That is ridiculously early, I feel, don't they know that we're overworked college kids? Bah. At least I will get it over with and then have until 4pm to study for my final (hah) final in Experimental Methods.

Tonight is the last meeting of the Film Society (CUFS) in which we will say our goodbyes to those going abroad next semester and conduct elections for e-board positions. I am in the running for co-president along with my fellow CUFS member/buddy Mike, and I am hopeful that I will be able to take-over next semester (train with the current presidents) and spend my final year at Clark (next year) leading the club.

To finish up this entry I will mention a somewhat related story that occurred last Thursday during my final class period in Adolescent Development. The professor had mentioned in advance that he had a special surprise for our last class, but no one knew just how freakin' awesome it would be.

On that Thursday, the classroom filled up as usual. I sat in the back and watched people trickle in with their sweaters and scarves and wintery things. Finally the professor walked in (he always had an uncanny ability to walk in just as class was supposed to start) carrying a guitar! And of course I giggled a bit, as did other people. He didn't mention it, just leaned it up against the wall and began class.

In probably the last five minutes, he picked up the guitar and gave us quite a long introduction for the song he was about to perform. He prefaced it by saying that even if we remembered little from Clark, the next three minutes would probably be on the list of most-memorable.

I don't remember many of the words from the song because I was too busy feeling giggly and not being able to make eye-contact with him while he sang. But it was about growing up and finding yourself and wondering how things will turn for the future. It was not painful to listen to, and it was an awfully sweet and silly gesture.

Alright, I'm leaving now to continue studying and things! Goodbye for now, and best wishes to everyone on this very rainy day.

Graaaaaiiiiiiiiiinssssss! (Because I'm a vegetarian zombie)

CUFS (Clark U. Film Society) has been a positive part of my Clark life not only because I love to watch movies, but also because it has connected me with students who are Screen Studies majors. I spent a bit of the weekend and a good chunk of my Tuesday evening filming two separate movies with friends. It's been a bit stressful trying to get it done around the end of classes/finals time, but I imagine it's even worse for them; I'm very pleased that I have nothing to do with the (tiring and monotonous?) editing process. 

Because my friend is incredibly talented with zombie makeup, I am including a picture of her zombifying me and another of the final product (for one of the films, though it would be great to just be a zombie without reason).

I feel somewhat alarmed that the semester is almost over! It's gone by so quickly. I'm fairly certain that my time at Clark overall has been simultaneously the most pleasant topped with a feeling of expeditiousness time-wise. I'm not sure why, but college has seemed to go by quicker than any other period in my life thus far. 

For my Holocaust: Agency & Action course we've recently been reading a few first-hand accounts. I found myself particularly drawn to Primo Levi's Survival in Auschwitz. He was arrested in 1943 and loaded onto freight trains with 650 others for a four-day journey to Auschwitz. Of those initial 650, only 135 were admitted. 

His entire book lends itself to the concept of a lack of humanity. I felt somewhat disturbed by his unemotional and scientific (yet strangely poetic) language, though in retrospect, it helped to indicate just how dehumanizing this entire experience was. 

I will spend a bit of today putting together my final paper for Experimental Methods; it's due on Monday but the TA sent around an email saying we would be working on it in discussion later. I will also hopefully get started on my fourth and final article analysis on youth in Tanzania for Adolescent Development. 

Best wishes to everyone for a pleasant hump day and rest of the week!

I'll experimental your methods

It's the last week of classes! So far work has been manageable; I've been writing (in parts) the paper describing my questionnaire study for Experimental Methods in Psychology. Since I'm done officially collecting data, I feel that it's okay now to give a brief summary of our hypotheses.

A quick summary of the experiment: it was a 2x2 between-subjects experimental design in which our independent variables were college prestige and ethnicity. We had four (fake) resumes that we handed out to participants. One resume contained a Hispanic-American applicant who attended a four-year college, another was a Hispanic-American applicant who attended a two-year college, the third was an Asian-American applicant who attended a four-year college, and the fourth was an Asian-American applicant who attended a two-year college. My group hypothesized that because race has such a deep root within society, that race would have more of an effect on applicants’ perceived competency than education would, thus: Asian-Americans who attended a two-year college will be more likely to be evaluated highly than Hispanic-Americans who attended a four-year college.

We did find significant main effects for applicants' ethnicity and college prestige when testing for the dependent variables of applicants' perceived competency and perceived success. However, contrary to our hypothesis, the highest perceived job competence and success were both in the condition where the applicant was a Hispanic-American who attended a four-year college. The lowest competence/succes for the job was perceived in the condition where an Asian-American had attended a two-year college. In general, Hispanic-American applicants were perceived as more competent and as more successful than Asian-Americans. It was very interesting. I'm going to write the "discussion" section of my paper this evening, and I'm not quite sure yet how I'll suggest explanations for the results.

More updates later! I hope everyone had a pleasant Monday (,Monday so good to meee).