Catalog Description

Hours: 54 lecture
Description: Introduction to the study of sex, gender and sexuality from multiple anthropological perspectives, including biological, cultural, linguistic and archaeological. Examine variations and complexities of human sexes, genders and sexualities in diverse sociocultural, historical, and cross-species contexts. Investigate complex interactions of biological and cultural systems in the development and dynamics of sexes, genders and sexualities. Engage with current anthropological research pertaining to sex, gender and sexuality; use course learning to address relevant issues. (CSU, UC)

Course Student Learning Outcomes

  • CSLO #1: Define anthropology, compare the subfields, and apply anthropological approaches to the study of sex, gender, and sexuality.
  • CSLO #2: Use anthropological knowledge to differentiate between sex, gender, and sexuality while also using examples to discuss culturally specific intersections.
  • CSLO #3: Use examples to examine the diversity and complexity of human sexes, genders and sexualities in diverse sociocultural, historical and cross-species contexts.
  • CSLO #4: Discuss and assess the applicability of anthropological approaches to the study of sex, gender, and sexuality for understanding and engaging with contemporary social and global challenges.

Effective Term

Fall 2026

Course Type

Credit - Degree-applicable

Contact Hours

54

Outside of Class Hours

108

Total Student Learning Hours

162

Course Objectives

1. Define anthropoly, compare the subfields, and apply anthropological approaches to the study of sex, gender, and sexuality.
2. Distinguish the basic concepts and discuss the contemporary relevance of sex, gender and sexuality
3. Discuss the relevance of holistic, systems and intersectional approaches to studying sex, gender and sexuality
4. Use a diversity of anthropological approaches, methods, and current research to examine sex, sexual development, sex differences of humans, and relevant social issues pertaining to sex
5. Use a diversity of anthropological approaches, methods, and research to examine gender, diverse gender systems, and the interactions of gender with other aspects of our lives and societies in multiple contexts
6. Use a diversity of anthropological approaches, methods and research to examine sexuality, the diversity of sexualities, and the interaction of sexuality with other aspects of our lives and societies in multiple contexts

General Education Information

  • Approved College Associate Degree GE Applicability
    • AA/AS - Behavioral Sciences
    • AA/AS - Social and Behavioral Sciences
    • AA/AS - Multicultural Studies
  • CSU GE Applicability (Recommended-requires CSU approval)
    • CSUGE - D1 Anthro/Archaeology
    • CSUGE - D4 Gender Studies
  • Cal-GETC Applicability (Recommended - Requires External Approval)
    • IGETC Applicability (Recommended-requires CSU/UC approval)
      • IGETC - 4A Anthro Archaeology
      • IGETC - 4D Gender Studies

    Articulation Information

    • CSU Transferable
    • UC Transferable

    Methods of Evaluation

    • Classroom Discussions
      • Example: The instructor assigns the documentary "Making Sweet Tea" by John L. Jackson or other case study addressing culturally specific experiences of the intersections of gender, sexuality, and race. Student scholars bring reading notes about content highlights (ex. key ideas, stories, information, quotes, etc.) from the documentary as well as thoughts and questions to inform class conversations and discussion. The instructor helps student scholars form small groups and then directs them to use their notes to begin conversing about the case study. Student scholars are then asked to collaboratively identify ways in which the assigned reading pertains to the main ideas and key concepts within the current learning unit. Groups identify a spokesperson who will share out the highlights of their case study and thoughts about how it pertains to the current learning to initiate broader class discussion about the case study. Each student will complete a written paragraph or activity organizer which addresses the key content, their own thoughts about how it connects with the current unit, as well as what they gained from collaborating with peers. Assignments will be evaluated based on the accuracy of content addressed as well as comprehension of course concepts within the current learning unit.
    • Essay Examinations
      • Example: Student scholars will reflect upon their unit learning about culturally particular systems of sex and gender. Students will engage with additional learning resources (ex. an ethnographic article or book segment) to develop deeper understanding and then explain their key learning takeaway from the unit. Students scholars will then share their thoughts about possible real-world applications of their cultural anthropological learning about sex and gender. Student scholars will draw upon empirical evidence and reference anthropological studies from the learning unit to support the importance and applicability of their learning.
    • Objective Examinations
      • Example: Student scholars will take scripted answer exams (ex. LMS quizzes) to assess basic comprehension of anthropological concepts and case studies. Evaluation will be assessed based upon accuracy of answers. An example might include asking students to match particular descriptions of practices/statements from course materials with the concepts of sex or gender.
    • Projects
      • Example: Throughout the semester, student scholars will plan, conduct and present their own anthropology 27 informed capstone projects. Students will choose between various course specific topics such as perspectives and experiences of intersex in multiple cultural contexts, a traditional non-binary gender identity, perspectives and practices of Two Spirit people, gendered aspects of a particular language and/or linguistic context, particular religious influences upon sexualities, and many more. Student scholars will demonstrate their understanding of basic anthropological approaches and methods within the design phase of their project. They will engage with anthropological methods to gather empirical data and grow their understanding of their topics via a combination of primary (ex. participant-observation, interviews, etc.) and secondary sources (via the Sierra College Library online databases). Scholars will then apply course concepts to examine their research findings, compile their work into a final version (ex. paper, brief video, podcast, presentation, etc.), and share with the class. Student scholars are encouraged to examine topics which will advance their personal, academic and/or professional interests.

    Repeatable

    No

    Methods of Instruction

    • Lecture/Discussion
    • Distance Learning

    Lecture:

    1. Professor lectures in order to define, explain and offer examples of the multiple layers and aspects of sex, sexual development and sex differences within the human species (course objective #4). The professor then directs student scholars to discuss in small groups the key points of assigned readings which highlight the complexity of human sex and sex development. Student scholars brainstorm questions which are addressed by the professor. Instructor then shows brief videos which provide visual support for learning. Student scholars are then directed to form new small groups and develop their own thoughts about the examples by applying the notion of sex as complexly layered and addressing the sex dichotomy vs. sex differences approaches.
    2. Instructor assigns reading about the relationships between language and gender identity formation/performance (course objective #4). During the class session the instructor directs students to form small groups to discuss the article or book chapter. Towards the end of the discussion the instructor will hand out an in-class activity or exercise which requires student scholars to apply the ideas and information in the reading to a particular example which may involve screening a brief video or small group brainstorming. Students engage in the activity/exercise and work collaboratively to fill out the information and respond to critical thinking prompts regarding gendered language. At the appropriate time the instructor calls the groups together to share their findings and reflections on the assignment in a general class discussion.
    3. After learning about interconnections between gender and culturally specific patterns of communication, student scholars conduct a minor version of a digital ethnography upon their social media feeds. They look for patterns of language use and key instances of meaning making, framing, and powerful discourses. Scholars record digital ethnographic fieldnotes to bring to class and collaborate in groups and as a class to analyze the data in a cultural anthropological way. At the end, student scholars submit a brief report about their fieldwork experiences, findings, and relevance.

    Distance Learning

    1. Within the module where an introduction to the cultural construction of sexualities is the focus, the instructor will provide several key learning resources such as an originally produced overview video, assigned textbook chapter and/or pages, a case study article and/or video. Student scholars will engage with the learning resources provided and demonstrate their learning in stages throughout the module. That can occur by responding to prompts, images, or sections of the instructor's lecture video about the idea of culture, and each other, via multi-media or discussion board assignment with relevant prompts. Scholars may also be asked to demonstrate their understanding of the concept of culture as addressed in the textbook chapter by taking a LMS quiz or discussing what they found to be intriguing ideas/examples about culture in the textbook via a discussion board assignment. Students should also respond to the case study article and/or video by sharing their thoughts about the key content, how it pertains to the idea of culture and its key elements, then discussing how the approach and case might pertain to aspects of their own lives.

    Typical Out of Class Assignments

    Reading Assignments

    1. Student scholars read assigned material about the archaeology of gender. They will take notes and/or pre-assess their knowledge (ex. LMS quiz), then come to the next class session prepared to ask questions and discuss the material. 2. Student scholars read an ethnographic article or book chapter pertaining to culturally specific sexualities. They will take notes and answer a reflection question about the assigned reading in preparation for an in-class discussion activity. At the end, students submit their notes, reflection responses, and discussion takeaways for credit.

    Writing, Problem Solving or Performance

    1. Students read an article about the complexities of the determination and growth of human sexes. Students bring notes for a class discussion. Afterwards, students write down answers to questions about how the article relates to key issues within the anthropological study of human sex differences. 2. After a lecture about anthropological approaches to evolution, sex, and gender, students are presented with a case study to discuss in groups. Students hypothetically apply various approaches to the example. Then students write down their thoughts about which most resonates with their own views and why. 3. Students learn about ethnographic methodologies, view an example, and then engage in their own ethnographic interviews related to gender identity and expression somewhere on campus or in a comfortable community context. Students record fieldnotes to bring to class for discussion and collaborative analysis of the data. They then produce a brief report regarding the benefits, challenges, and relevance of their research experiences and findings.

    Other (Term projects, research papers, portfolios, etc.)

    Course Capstone Project (also mentioned above) Throughout the semester, student scholars will plan, conduct and present their own anthropology 27 informed capstone projects. Students will choose between various course specific topics such as perspectives and experiences of intersex in multiple cultural contexts, a traditional non-binary gender identity, perspectives and practices of Two Spirit people, gendered aspects of a particular language and/or linguistic context, particular religious influences upon sexualities, and many more. Student scholars will demonstrate their understanding of basic anthropological approaches and methods within the design phase of their project. They will engage with anthropological methods to gather empirical data and grow their understanding of their topics via a combination of primary (ex. participant-observation, interviews, etc.) and secondary sources (via the Sierra College Library online databases). Scholars will then apply course concepts to examine their research findings, compile their work into a final version (ex. paper, brief video, podcast, presentation, etc.), and share with the class. Student scholars are encouraged to examine topics which will advance their personal, academic and/or professional interests.

    Required Materials

    • Gender Diversity: Crosscultural Variations
      • Author: Nanda
      • Publisher: Waveland
      • Publication Date: 2016
      • Text Edition: 2nd
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Evolution's Rainbow: Diversity, Gender, and Sexuality in Nature and People
      • Author: Roughgarden
      • Publisher: University of California Press
      • Publication Date: 2013
      • Text Edition: 2nd
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Sex/Gender: Biology in a Social World
      • Author: Fausto-Sterling
      • Publisher: Routledge
      • Publication Date: 2012
      • Text Edition:
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Gender in Cross-Cultural Perspective
      • Author: Adrienne E. Strong & Richard Powis
      • Publisher: Routledge
      • Publication Date: 2024
      • Text Edition: 8th
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • The Cambridge Handbook for the Anthropology of Gender and Sexuality
      • Author: Cecilia McCallum, Silvia Posocco, & Martin Fotta
      • Publisher: Cambridge University Press
      • Publication Date: 2023
      • Text Edition:
      • Classic Textbook?:
      • OER Link:
      • OER:
    • Ancient Bodies, Ancient Lives
      • Author: Rosemary Joyce
      • Publisher: Thames and Hudson
      • Publication Date: 2008
      • Text Edition:
      • Classic Textbook?:
      • OER Link:
      • OER:
    • Reproductive Justice: An Introduction
      • Author: Loretta J. Ross and Rickie Solinger
      • Publisher: University of California Press
      • Publication Date: 2017
      • Text Edition:
      • Classic Textbook?:
      • OER Link:
      • OER:
    • Undivided Rights Women of Color Organizing for Reproductive Justice
      • Author: Marlene Gerber Fried, Elena Gutiérrez, Loretta Ross, and Jael Silliman
      • Publisher: Haymarket Books
      • Publication Date: 2016
      • Text Edition:
      • Classic Textbook?:
      • OER Link:
      • OER:

    Other materials and-or supplies required of students that contribute to the cost of the course.