Sarah Murnen is a social psychologist who studies gender-related issues from a feminist, socio-cultural perspective. Specifically, Murnen examines how the status difference between women and men in American society might be developed and maintained through various gender-related behaviors.
Murnen has conducted research on the relationship between the male gender role and the perpetration of sexual violence and how the female gender role is related to body dissatisfaction. She is currently interested in Objectification Theory, which states that the ubiquitous treatment of women as bodies in society, combined with a very unrealistically thin body ideal for women, leads some women to internalize objectification and become preoccupied with their appearance. This can lead to body-related problems including eating disorders.
In much of her research, Murnen uses meta-analysis to statistically combine results across a large number of studies on a topic. Her teaching interests include statistics…
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Sarah Murnen is a social psychologist who studies gender-related issues from a feminist, socio-cultural perspective. Specifically, Murnen examines how the status difference between women and men in American society might be developed and maintained through various gender-related behaviors.
Murnen has conducted research on the relationship between the male gender role and the perpetration of sexual violence and how the female gender role is related to body dissatisfaction. She is currently interested in Objectification Theory, which states that the ubiquitous treatment of women as bodies in society, combined with a very unrealistically thin body ideal for women, leads some women to internalize objectification and become preoccupied with their appearance. This can lead to body-related problems including eating disorders.
In much of her research, Murnen uses meta-analysis to statistically combine results across a large number of studies on a topic. Her teaching interests include statistics, psychology of women, research methods to study gender, and seminar on sexual violence. In addition to conducting research with students, Murnen collaborates with colleagues Linda Smolak and Michael Levine.
Areas of Expertise
Statistics, research methods, gender and social issues, sexuality.
Education
1988 — Doctor of Philosophy from SUNY Center Albany
1984 — Bachelor of Science from Bowling Green St Univ Bwlng Gr, Phi Beta Kappa
Courses Recently Taught
PSYC 150
Introduction to Research Methods in Psychology
PSYC 150
In this course students will learn the basics of research in psychology. Students will participate in research projects conducted across different areas of psychology, which might involve observation and interviewing, psychological tests and measures, physiological measures, and computerized tasks. Students will learn about issues of reliability and validity in psychological research, as well as ethical issues associated with psychological research. Students will learn techniques for descriptive statistical analysis of their data, and they will communicate their research findings both orally and in writing, using the writing style of the American Psychological Association. This course is designed for first-year and sophomore students planning to major in psychology. Prerequisite: PSYC 100 or 110 or AP score of 5. Typically offered every semester.
PSYC 200
Statistical Analysis in Psychology
PSYC 200
This course is for psychology majors (or intended majors). Students will learn to conduct a variety of statistical tests that are commonly used in psychological research. The course also builds the skills of choosing the appropriate statistical tests for particular research designs and writing and interpreting the results of statistical analyses. In addition to regular course work, students will have a lab section that focuses on the use of the statistical software package SPSS. This counts toward the foundations requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every semester.
PSYC 246
Psychology of Women & Gender
PSYC 246
This course examines the biological, psychological and social bases of human sexuality. Topics include the physiology of sex functions, variations of sexual behavior, nature and treatment of sexual malfunctions, sexual identity and attitudes, differences in sexual behavior and the social dynamics of sexual interaction. This counts toward the person and society requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every year.
PSYC 250
Research Methods in Psychology
PSYC 250
In this course students will learn the basics of research in psychology. Students will participate in research projects conducted across different areas of psychology, which might involve observation and interviewing, psychological tests and measures, physiological measures and computerized tasks. Students will learn about issues of reliability and validity in psychological research, as well as ethical issues associated with psychological research. Students will further develop techniques for descriptive statistical analysis of their data, and they will communicate their research findings both orally and in writing, using the writing style of the American Psychological Association. This course is designed for sophomore students planning to major in psychology. This counts toward the foundations requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5 and PSYC 200. Generally offered every semester.
PSYC 346
Psychology of Women
PSYC 346
Psychological research about women is examined critically in this course. Topics such as gender differences, gender stereotypes, eating disorders, and violence against women will be addressed with particular attention to the effects of sociocultural factors. The class will use a variety of learning tools, such as conducting projects, analyzing research articles, engaging in discussion and taking exams. This counts toward the sociocultural perspectives requirement for the major. Prerequisite: PSYC 100 or 110 or AP score of 5. Generally offered every year.
PSYC 425
Advanced Research Methods to Study Gender
PSYC 425
Science is a valuable tool for understanding the world, but when dealing with the issue of gender, it has often been applied in flawed ways. A feminist critique of science has helped us understand both the limits and the possibilities of examining issues related to gender from a scientific perspective. In this course we will consider the application of feminist theories and methods to understanding psychological issues related to gender. Students will critically analyze various research articles, conduct two class research projects and prepare written reports of the results, and develop their own proposal for a piece of independent psychological research related to gender. This counts toward the advanced research requirement for the major. Prerequisite: PSYC 250 and one of the following: PSYC 323, 325, 326, 346 and WGS 111. Offered occasionally.
PSYC 450
Advanced Research in Psychology Laboratory
PSYC 450
Students conducting advanced research in psychology will work with a faculty member and possibly a small group of students to conduct research in the faculty member’s research area. Students will critically analyze published research in the topic area and collect, analyze and write reports on data they have collected with a small group of students. Students will be expected to work independently and collaboratively and the course will emphasize effective written and oral communication. This course is offered only on a credit/no credit basis. Permission of instructor required.Prerequisite: PSYC 250 and related intermediate level study.
PSYC 493
Individual Study
PSYC 493
Individual study in psychology allows students the opportunity to pursue research on a topic of special interest. The course is designed in consultation with a faculty mentor. The level of credit can range from 0.25 to 0.5 unit of credit and students may take more than one semester of individual study. Typically, only juniors or seniors may pursue this option. To enroll, a student must first identify a member of the psychology department who is willing to mentor the project. The student must give the department chair a written description of the project, including the nature of the proposed work and a list of references. The project should include reading and reviewing scientific literature and will likely entail a research project in which original data are collected. The student and faculty member are expected to meet, on average, once a week. The final project will likely be a paper written in the style of the American Psychological Association. Additional assignments may be required as well, including a public presentation. The amount of work required for the individual study should approximate that required of other 300-level psychology courses. It is possible for students to pursue a group project but more work will be expected for the completed project and each student will write her or his own individual paper. Because students must enroll for individual studies by the end of the seventh class day of each semester, they should begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek departmental approval before the registrar’s deadline.
PSYC 497Y
Senior Honors
PSYC 497Y
This is a program for senior candidates for honors in psychology, culminating in a senior honors thesis. The course will consist of a research project in some area of psychology. A student who wishes to propose an honors project must meet each of the following three criteria: (1) the student must have a GPA of 3.7 in psychology and an overall GPA of 3.5; (2) the student must have participated in a psychology department-approved research experience (which might be research in a research methods course, independent study or summer lab work); and (3) the student must have completed a minimum of 4 units in psychology and have taken the appropriate core courses for the proposal before the senior year. To continue in honors, students must earn an A in PSYC 475 during the fall of their senior year to continue in the honors program. Students enrolled in this course who successfully complete PSYC 475 with an A will be automatically added to PSYC 498Y for the spring semester. Permission of instructor and department chair required.
PSYC 498Y
Senior Honors
PSYC 498Y
This is a program for senior candidates for honors in psychology, culminating in a senior honors thesis. Students will be required to successfully complete PSYC 475 (earn an A) and PSYC 497Y. Permission of instructor and department chair required.
WGS 150
Gender and Race in Popular Culture
WGS 150
This course will examine how popular culture (e.g., media) represents gender through making observations, reading background theory, examining content analysis research and conducting our own research. We will examine the extent to which popular culture depicts gender-stereotyped behavior, the content of the gender stereotypes, the possible reasons why stereotypes are portrayed and the likely effects of these stereotypes on the behavior of individuals and the structure of society. To the extent that it is possible, we will examine the intersection of stereotypes about gender with those associated with race/ethnicity, social class, age and sexuality. This course satisfies the quantitative reasoning requirement because students will learn about descriptive statistics and put them to use by conducting their own content analysis (in a small group) and presenting and writing about the results of their research. In a service-learning component to the course students will develop a media literacy lesson for high school students based on what they learn about their topic. This course is designed for first-year students. This counts toward the introductory requirement for the major. This course paired with any other .50 unit WGS course counts toward the social science diversification requirement. No prerequisite. Offered occasionally.
WGS 331
Gender, Power and Knowledge: Research Practices
WGS 331
This course will examine feminist critiques of dominant methodologies and theories of knowledge creation in the sciences, social sciences and humanities. It will focus on the following questions: How do we know something? Who gets to decide what counts as knowledge? Who is the knower? In answering these questions this class will explore how power is exercised in the production of knowledge, how the norms of objectivity and universalism perpetuate dominance and exclusion, why women and other minority groups are often seen as lacking epistemic authority and what it means to have knowledge produced from a feminist standpoint. Students will learn a variety of methods and use these methods in a community-based research project. This project will involve working with community partners in Knox County and may require student participation outside of the scheduled class time. In addition, we will discuss various ethical issues that feminist researchers often encounter and what responsibilities feminist researchers have to the broader political community. This course has a community-engaged learning (CEL) component. Students may be required to travel off-campus for site visits. This counts towards the mid-level requirement for the major. This course paired with any other .50 unit WGS course counts toward the social science diversification requirement. Prerequisite: any WGS course, approved departmental course or permission of instructor. Offered every other year.
WGS 493
IS: The GLOW Program
WGS 493
Individual study enables students to examine an area not typically covered by courses regularly offered in the program. The course can be arranged with a faculty member in any department but must conform to the usual requirements for credit in the program: gender is a central focus of the individual study, and the course draws on feminist theory and/or feminist methodologies. The amount of work should be similar to that in any other 400-level course. Individual Study courses may be used toward the major or concentration. To enroll, a student should first contact a faculty member and, in consultation with that professor, develop a proposal. The proposal, which must be approved by the program director, should provide: a brief description of the course/project (including any previous classes that qualify the student), a preliminary bibliography or reading list, an assessment component (what will be graded and when) and major topical areas to be covered during the semester. The student and faculty member should plan to meet approximately one hour per week or the equivalent, at the discretion of the instructor. Because students must enroll for individual studies by the end of the seventh class day of each semester, they should begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek departmental approval before the registrar’s deadline. This interdisciplinary course does not count toward the completion of any diversification requirement.
WGS 493
IS: Girl's Empowerment
WGS 493
Individual study enables students to examine an area not typically covered by courses regularly offered in the program. The course can be arranged with a faculty member in any department but must conform to the usual requirements for credit in the program: gender is a central focus of the individual study, and the course draws on feminist theory and/or feminist methodologies. The amount of work should be similar to that in any other 400-level course. Individual Study courses may be used toward the major or concentration. To enroll, a student should first contact a faculty member and, in consultation with that professor, develop a proposal. The proposal, which must be approved by the program director, should provide: a brief description of the course/project (including any previous classes that qualify the student), a preliminary bibliography or reading list, an assessment component (what will be graded and when) and major topical areas to be covered during the semester. The student and faculty member should plan to meet approximately one hour per week or the equivalent, at the discretion of the instructor. Because students must enroll for individual studies by the end of the seventh class day of each semester, they should begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek departmental approval before the registrar’s deadline. This interdisciplinary course does not count toward the completion of any diversification requirement.
Academic & Scholarly Achievements
In Press
Murnen, S. K., & Smolak, L. (in press). "I'd rather be a famous fashion model than a famous scientist." The rewards and costs of internalizing sexualization. In E. Zurbriggen and T.A. Roberts (Eds.). The Sexualization of Girls and Girlhood. Oxford University Press.
2012
Graff, K.*, Murnen, S. K., & Smolak, L. (2012). Too sexualized to be taken seriously? Perceptions of a girl in childlike vs. sexualizing clothing. Sex Roles, 66, 764-775.
2012
Murnen, S. K., & Smolak, L. (2012). Social considerations related to adolescent girls' sexual empowerment: A response to Lamb and Peterson. Sex Roles, 66, 725-735.
2012
Murnen, S. K. & Seabrook, R.* (2012). Feminist perspectives on body image and physical appearance. In T. Cash (Ed.). Encyclopedia of Body Image and Human Appearance, Vol. 1, pp. 438-443. San Diego: Academic Press.
2012
Murnen, S. K. & Don, B. P.* (2012). Body image and gender roles. In T. Cash (Ed.). Encyclopedia of Body Image and Human Appearance, Vol. 1, pp. 128-134. San Diego: Academic Press.
2011
Goodin, S. M.*, Van DenBurg, A.*, Murnen, S. K., & Smolak, L. (2011). "Putting on" sexiness: A content analysis of the presence of sexualizing characteristics in girls' clothing. Sex Roles, 65, 1-12.
2010
Clarke, P. M,* Murnen, S. K., & Smolak, L. (2010). Development and psychometric evaluation of a quantitative measure of ''fat talk.'' Body Image, 7, 1-7
2009
Murnen, S. K., & Smolak, L. (2009). Are feminist women protected from body image problems? A meta-analytic review of relevant research. Sex Roles, 60, 186-197.
2007
Murnen, S. K., & Kohlman, M. H. (2007). Athletic Participation, Fraternity Membership, and Sexual Aggression among College Men: A Meta-Analytic Review. Sex Roles, 57,145-157.
*indicates Kenyon student