- I will be teaching Psychology 366 - Hormones, Gender/Sex,and Behaviour as well as a graduate course
in Feminist and Queer Psychology and Neuroscience in fall 2023 or winter 2024.
- Biopsychological Approaches to Gender/Sex, Psychology 400, Women's Studies 432 (UG), University of Michigan.
- Winter 2009, Fall 2010
- Class Description: Sex and gender are largely dichotomized into a nature/nurture opposition,
with sex representing biology and gender representing culture. Are the two really so separable? And, if
they are one of the primary ways we categorize ourselves, what do these categories really mean according
to empirical research in psychology and neuroscience? In this course, we will cover biopsychological research
in gender/sex, and we will also discuss critiques of these approaches. Topics include sexual differentiation
and development, behavioral neuroendocrinology, sexuality, clinical conditions and health, evolution,
social behaviors, differences/similarities, neuroanatomy, and behavioral genetics.
- Feminist Science Studies, Women's Studies 698-003(G), University of Michigan
- Winter 2013; Fall 2016
- Class Description: Is science possible within a feminist framework? Are feminist approaches reconcilable with scientific methods?
Science might be said to be the objective empirical pursuit of natural facts, and feminist science studies pushes us to engage with each of these
definitional properties in a dynamic way. This course is a place for us to grapple with the contested nature of produced/situated/constructed knowledge
claims vs. discovered/universal/material facts - and decide whether this oppositional and combative pairing is really so... real. We will discuss issues of
materiality in science (i.e., whether science with 'holdable things' is different and/or a special problematic compared to science with 'concepts') paying
special attention to the interests of the class itself. Using a broad range of feminist science studies scholarship from feminist philosophy and history of
science, cultural and critical science studies, and scientific research itself, we will explore feminist deconstructions of science, feminist engagements with
science, and constructions of feminist science using lenses of gender, sexuality, queerness, race, indigeneity, and nation/state. Students do not need to have
backgrounds in feminist scholarship AND scientific practice; the course will work with and across disciplinary strengths and knowledge.
- Intersexualities, Women's Studies 407 (UG), University of Michigan
- Fall 2009
- Class Description: Are we born with a sex; are we given one;
can we choose one, or none? Where does sex end and gender begin? How are we sexed,
and who sexes us? The goal in this course is to examine intersexualities in an interdisciplinary
fashion from various standpoints and intersections using a feminist lens. Topics will range from
biological development of sexual organs, disorders of sex development, clinical and biomedical
approaches, historical perspectives, identity and agency, representations in media and art,
activism and advocacy, and objectifications in teaching.
- Hormones, Gender/Sex, and Behaviour, Psychology 398 then 365 then 366 (UG), Queen's University
- Winter 2019, Winter 2021, Fall 2021
- Class Description: Do hormones influence who we are as gendered people? Could gender influence our hormones? And, how do
gendered conceptions of the world affect how we view hormones? In this interdisciplinary course, we will explore hormones as evolved,
biochemical substances that circulate in our bodies as well as cultural narratives that circulate in our societies. We will use science and scholarship
from the biological sciences, humanities, social sciences, and medical approaches, among others. And, we will use an array of perspectives including
from psychology and neuroscience, feminism, queer, and trans approaches, cultural and critical studies, policy, disability, and more. Topics may include
bodily sex development, gender diversity, sport, health, sexuality, social behaviour, and others. This class uses an interactive lecture/discussion
format, and students are evaluated on a mix of multi-stage essays, assignments, quizzes, and other.
- Gender, Sex, and Sexuality in Science and Medicine, First-Year seminar, WS 151-001 & Psych 121-001 (UG), University of Michigan
- Fall 2012, Fall 2013, Fall 2016
- Class Description: Do newborn babies have gender? Can doctors assign sex? Could desire affect hormones?
This first year seminar explores current bioscientific research (e.g. neuroscience, biomedical, evolutionary, etc.)
on gender, sex, and sexuality, as well as ongoing feminist insights into how scientists and the public come to develop
and understand this body of knowledge. In other words, this course poses the question: what do we know about the natural
properties of gender, sex, and sexuality, and how do we come to know this?
- Sexuality and Science, Psychology 400, Women's Studies 432 (UG), University of Michigan
- Winter 2011; Winter 2012; Winter 2013; Winter 2014; Fall 2014; Winter 2017
- Class Description: This interdisciplinary course focuses on sexuality and
science from two perspectives. We will discuss current biological and neuroscientific
research about sexuality, as well as feminist scholarship on these topics and critical
responses to this research. Topics will cover the intersections between biology
(e.g. hormones, genetics, neural activity, psychophysiology, evolution, etc.), sexuality
(e.g. desire, dysfunction, arousal, bisexuality, orgasm, same-sex sexuality, pleasure,
etc.), and feminist/critical scholarship about this research (e.g. feminist science
studies, queer theory, feminist psychology, medicalization, etc.). Students are expected
to have a background knowledge in WS, sexuality, or biopsychology/neuroscience,
but do not need proficiency in more than one of these fields.
- Social Neuroendocrinology, Psychology 808 (G), University of Michigan
- Winter 2011
- Class Description: This course will cover comparative research on hormones
and social behavioral contexts from disciplines including biopsychology/neuroscience,
biological anthropology, social-personality psychology, and evolutionary biology.
Species will include humans, non-human primates, rodents (e.g. rats, voles), birds,
and others; humans will likely make up just over half of the course focus, and non-humans
the remaining half. Topics include competition, relationships/pair bonding/partnering,
sexuality, parenting, stress, with a focus on gender/sex throughout. There will also
be room to have 1-2 classes on student interests not covered in the above topics.
Students will also learn methodological considerations about incorporating hormones
into their ongoing research. Students do NOT need a behavioral neuroendocrine or
neuroscience background to take this course. This class will involve one hour of lecture
by a roster of distinguished visiting scholars, and two hours of interactive seminar
discussion. Students will be evaluated on participation, presentations, and a research
paper. For most assignments, students will have the ability to focus on their own interests
related to the course, even if not covered in the major class topics. A class homepage
will become available on CTools at the start of the semester.
Generally, I work with students who have taken a class of mine or have volunteered in the lab.
Students interested in working on independent research courses
for credit should contact Dr. van Anders first with a query email. After making contact,
click on the 'join the lab' tab above for more info on how to apply.
I will be happy to write you reference letters given that you have been in my lab and/or a class with me and your
performance has been good. Consider asking any potential referee (including me) whether the referee can
provide you with a strong reference. Remember: the reference letter will relate to many aspects of your
class involvement, including your class participation, group work, writing abilities, etc.
Please provide at least two weeks' notice, unless an emergency or very special situation arises.
Once I have agreed to write a reference letter for you, have the following prepared in one PDF document or folder:
- information about the reference letters (e.g. form to fill out? Online? Hard copy?); if there are links that will be sent to me,
please try to send them close together so I can submit all your letters at one time;
- the deadline(s);
- a list of letters you need and information about the programs (e.g. what are you applying to?);
- what you would like me to focus on, if relevant (it might be general, but sometimes
people want a specific focus on participation, writing abilities, etc.)
- your CV/resume;
- your university transcripts (unofficial copies are fine) with relevant
courses and/or courses with me highlighted;
- if you were in a course with me, include an example of your work with instructor comments on it;
- if to be mailed, the address. Please provide addressed and stamped envlopes.
- Please put the above information into a package in my mailbox or under my office door. If you are not in Kingston,
you can email the materials to me in one PDF if at all possible.