SOCÂ 0027. Sociology of Gender
Units: 3
Hours: 54 lecture
A cross-cultural comparison of gender roles, gender identities, and sexualities viewed from sociological perspectives. Examines the social construction of gender inequities and the debates on sex and gender. Analyzes the impact of social, cultural, and political factors on gender expectations and practices. (C-ID SOCI 140) (CSU, UC)
SOC 0027 - Sociology of Gender
http://catalog.sierracollege.edu/course-outlines/soc-0027/
Catalog Description Hours: 54 lecture Description: A cross-cultural comparison of gender roles, gender identities, and sexualities viewed from sociological perspectives. Examines the social construction of gender inequities and the debates on sex and gender. Analyzes the impact of social, cultural, and political factors on gender expectations and practices. (C-ID SOCI 140) (CSU, UC) Course Student Learning Outcomes CSLO #1: Deconstruct the binary expectation in defining sex and gender. CSLO #2: Apply sociological theory and critical analysis to the study of gender. CSLO #3: Evaluate the impact of social stratification systems on the experience of gender and gendered relations. CSLO #4: Analyze the impact of social institutions, social movements, and policies on the experience of gender. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Differentiate between the terms sex and gender and discuss their differences within the larger social context of gendered relations. 2. Compare and contrast sociological perspectives used to interpret sex and gender. 3. Identify the main agents of gender socialization and their impact on gender construction. 4. Describe gender ideology and practices in multiple social institutions and across cultures and societies. 5. Identify the intersections of multiple diversities (i.e., race, ethnicity, class, and sexuality) affecting gender relations. 6. Outline the process by which people negotiate power and gender boundaries through their relationships with others (including violent relationships). 7. Identify social and political movements challenging gender inequalities and gender practices. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D4 Gender Studies CSUGE-D0 Sociology/Criminology Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4D Gender Studies IGETC - 4J Sociology/Criminlgy Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: 1. The faculty will divide students up into groups and ask them to engage in a conversation detailing their weekend using no gender indicators. Instructor will facilitate a dialogue with students discussing gendered communication and the influence of the gender binary. In a large group discussion, instructor will facilitate student discussion of the impact of gender socialization, aid students in evaluating the binary approach to gender often employed in our culture, and critique gender expectations in U.S. cultures. (Objectives 1, 3) 2. After assigned readings in sociological theory, the professor will divide students into groups designated by specific key theory. Groups will discuss, then present arguments for the social construction of gender based in their designated theory. (Objective 2) 3. Film clips, photos, court cases, and examples of campaigns and activisms will be utilized by the faculty member to support class discussion about the impact of social movements on gender inequalities. (Objective 7) Essay Examinations Example: Examination sample essay questions: a. Why is violence a social relationship? b. How does the construction of gender lead to role-playing in violent interactions? c. Using the articles on masculinity and violence, in what ways are power and the exertion of power seen as "natural" male traits? Objective Examinations Example: Instructor will create a variety of multiple choice, true/false, or matching exam questions addressing course content. For example, According to the textbook, how do gender ideologies operate around the world? a) All societies throughout history have viewed gender through a gender binary. b) In the 1600s and 1700s, societies around the world acknowledged three, four, or five genders, but today all societies view gender through a gender binary. c) Most societies throughout history have acknowledged three, four, or five genders. d) Some societies view gender through a gender binary while others acknowledge three, four, or five genders. Reports Example: 1. Instructor will create reaction paper assignments to various articles, readings, film clips, and/or images. Instructor will evaluate reaction papers for the support provided for each cultural and theoretical perspective. First, the student's own cultural reaction, then the ability to step back and evaluate it from the culture itself. This same technique will be required on exams, where short essay questions that ask for a similar culturally reactive response will be used for the evaluation of specific case studies. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The faculty will divide students up into groups and have them discuss their weekend plans without using any gender indicators. Instructor will facilitate a dialogue with students to discuss the prevalence of gender in our communication styles and organizing of groups and experiences. In a large group discussion, instructor will facilitate student discussion of the impact of gender socialization, aid students in evaluating the binary approach to gender often employed in our culture, and critique gender expectations in U.S. cultures. After assigned readings in sociological theory, the professor will divide students into groups designated by specific key theory. Groups will discuss, then present arguments for the social construction of gender based in their designated theory. Film clips, photos, court cases, campaigns and activisms will be utilized by the faculty member to support class discussion about the impact of social movements on gender inequalities. Distance Learning Faculty will provide film clips, photos, court cases, and examples of campaigns and activisms to support and facilitate class discussion via discussion board or video chat technologies about the impact of social movements on gender inequalities. Student will respond to prompt by faculty and comment on classmates' posts to engage with the material both with instructor and classmates Typical Out of Class Assignments Reading Assignments 1. Read the assigned pages from the textbook on the social construction of sexuality and be prepared to discuss the topics during class meetings/online discussions. 2. Read a classic children's book, looking for gendered language and references. Come prepared to discuss in class. Writing, Problem Solving or Performance 1. Choose two magazine advertisements from popular magazines; using research methods discussed in class, evaluate these advertisements. One advertisement should be geared toward women and the other geared toward men. Compare, critique and discuss the two advertisements, using a critical analysis. Consider the following questions: How does the composition, message(s), image(s) compare? What are the messages in each? What is positive/negative in the advertisements? How do the advertisements impact the gender socialization of women and men? 2. The purpose of this assignment is to inspire thought about your own gender schemas, and to assess the impact of gender schema from public sources. These cognitive networks of associations that guide our perceptions about gender begin taking shape early in childhood. We begin accumulating information as to what is "girl-like" and "boy-like," and we are continually adding information to our schema to enable us to understand and form expectations about males and females. One place that this begins is with the toys that we give our children, are given to our children, or that our children are simply exposed to on TV, magazines, and during a simple errand. For this assignment, I want you to invoke your critical observation skills and spend some time perusing toy stores (i.e. Toys r' Us) and/or toy sections of multi-purpose stores (i.e. Target). While observing, consider the following questions: 1. Are there gender-specific sections? 2. How are the toys divided up? 3. Can you distinguish between 'girl-toys' and 'boy-toys'? If so, how? For your written assignment, address the following questions: 1. What messages about gender are given through toys and/or the gendered and separate sections of toy stores? 2. What is the impact of these messages? 3. Is it possible to raise children and avoid gender specific messages? Would you want to? (Why/why not?) 4. What is the relationship between toys and socialization? What is the impact on adulthood? 5. Make sure to reference key theory and course concepts in your written analysis. Other (Term projects, research papers, portfolios, etc.) Interview a parenting couple regarding the gender division of labor in their household(s). How are the roles of parenting divided? The roles of household chores? Do they practice a traditional relationship, egalitarian or somewhere in between? How did they come to decide what roles each partner would take - was it assumed or discussed? How satisfied is each partner in the roles as currently defined/practiced? Add your own questions as you see necessary. Alternatively, interview a single parent. Discuss challenges/benefits to single parenting. Discuss gender roles in the household. Do they have same-sex child(ren)? Opposite sex child(ren)? What gender socialization are they passing onto their child(ren)? Add your own questions as you see necessary. Required Materials The Gendered Society Reader Author: Michael Kimmel Publisher: Oxford University Press Publication Date: 2013 Text Edition: 5th Classic Textbook?: No OER Link: OER: Gender: Ideas, Interactions, and Institutions Author: Lisa Wade & Myra Marx Ferree Publisher: WW Norton Publication Date: 2022 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Fight Like a Girl: How to be a Fearless Feminist Author: Seely, Megan Publisher: NYU Press Publication Date: 2019 Text Edition: 2nd Classic Textbook?: No OER Link: OER: The Macho Paradox Author: Jackson Katz Publisher: Publication Date: 2006 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Sociology
http://catalog.sierracollege.edu/departments/sociology/
Sociology is a disciplined quest for the understanding of human behavior—particularly in post-industrial society. Through a systematic analysis of society, its groups, institutions and processes, sociologists hope to better understand and predict human behavior. The introductory course provides a foundation in sociological concepts, with the goal of having students acquire the perspective in sociology and the ability to see their personal position in a societal context. Other sociology courses focus on social problems, race and ethnic relations, gender and gender identity, and the family.
POLS 0027 - Women and Politics in a Global Society
http://catalog.sierracollege.edu/course-outlines/pols-0027/
Catalog Description Hours: 54 lecture Description: Exploration of past and current influences on the political and legal status of women as well as women's participation in the political process throughout the world. Includes political theory and strategy as it relates to women. (CSU, UC) Course Student Learning Outcomes CSLO #1: Analyze the interactions of race, gender, class and legal status in women's everyday practices of citizenship. CSLO #2: Analyze the contributions of women and social organizations in promoting self-determination and promoting women's concerns. CSLO #3: Discuss, analyze and chart feminism as a global political theory. CSLO #4: Assess the impact of globalization on women's rights and describe and analyze public policy issues, which most affect women and the "gender gap". CSLO #5: Explain the roles of culture, ideologies, economics and government in shaping the status of women in the Global North and Global South. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze the interactions of race, gender, class and legal status in women's everyday practices of citizenship; 2. discuss, describe and chart the laws and governmental practices that have defined women's status in various societies; 3. compare, contrast and analyze women's contributions to self-determination in the Global North and the Global South; 4. describe and critically assess the varied effects on women of different cultures and ideologies; 5. discuss and analyze public policy issues which most affect women and the "gender gap"; 6. describe, analyze and chart feminism as a global political theory; 7. explain the impact of economic development on the status and role of women; 8. identify organizations at the local, national, regional and global level focused on promoting women's political concerns and diagram their interactions; 9. assess the impact of globalization on women's rights; and 10. critically assess and defend a personal statement on the future of feminism from a global perspective. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D4 Gender Studies CSUGE - D8 Pol Sci/Govt/Lgl In Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4D Gender Studies IGETC - 4H Pol Sci/Govt/Lgl In Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will be required to select a topic from the instructor's list to research. They will present their research findings on the discussion board. Students will be required to post comments on other students' work. Research and comments graded on basis of effective application of relevant concepts and completeness of treatment. Essay Examinations Example: Written, in-class exam composed of identification, short-answer, paragraph and essay questions. Example: Discuss and describe the three phases of the women's movement in the U.S. What connections can be made to the women's movement on a global scale? Provide examples of countries discussed in class and your readings. Graded based on rubric outlining the relevant learning material and application criteria. Objective Examinations Example: Student comprehension of feminism through a quiz. Example: Feminists argue that identity is: a) naturally given; b)constructed and contingent; c) oppositional; d) none of the above. Correct responses indicate student learning of feminist theory. Projects Example: Students will work in groups on posters to present at the Social Justice Days event. Graded on basis of effective communication of relevant information. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will present a lecture on gender as a social construct while students will take notes and ask and answer questions. Distance Learning Instructor will provide students with text and audio-visual learning materials (e.g., videos, PowerPoint, lecture notes) supported by textbook chapters on institutional sexism. Students will need to use this material to effectively participate in discussions that the instructor will monitor to provide clarification and correction when needed. Typical Out of Class Assignments Reading Assignments 1. Read chapter in your textbook on Economic Development and identify the key theories presented. 2. Choose and read a current events article concerning the status of women and outline the argument. Writing, Problem Solving or Performance 1. Choose a current events article from a local or alternative newspaper/periodical concerning women. Analyze in a two page formal paper your chosen article from the perspectives of the readings covered in our text book, "Women, Politics, and American Society." By next Friday, post your paper to the class web board. By the following Friday, you will need to post two, one-page, papers critiquing, both positively and negatively, two of the papers posted by your colleagues. We will spend the first fifteen minutes of class for the next two weeks discussing your articles and relating them to our course material. 2. Write an essay after viewing the video about refugees. Other (Term projects, research papers, portfolios, etc.) Required Materials Women and Politics Author: Dolan, Deckman, et al Publisher: Rowman Littlefield Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Women and Politics in a Global World Author: Sarahl Henderson and Alana S. Jeydel Publisher: Oxford University Press Publication Date: 2014 Text Edition: 3rd Classic Textbook?: OER Link: OER: Women Power and Politics Author: Lori Cox Han Publisher: Oxford Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Women, Politics & Power Author: Paxton & Hughes Publisher: Rowman Littlefield Publication Date: 2020 Text Edition: 4th Classic Textbook?: OER Link: OER: Women and Collective Action in Africa: Development, Democratization, and Empowerment Author: Filomina Chioma Steady Publisher: Palgrave Macmillan Publication Date: 2005 Text Edition: Classic Textbook?: OER Link: OER: Grassroots: A Field Guide for Feminist Activism Author: Baumgardner, Richards, and LaDuke Publisher: Farrar, Straus and Giroux Publication Date: 2004 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...130 SOC 0004 SOCI 140 SOC 0027 SOCI 150 SOC 0003 SOCI 160 SOC 0009...
