Sociology of Gender
Course Number: SOC 218
Transcript Title: Sociology of Gender
Created: September 1, 2013
Updated: August 13, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: Yes
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0
Focuses on how socialization is affected by gender. Includes topics in how gender is reflected in culture through values, norms, language, media, power, violence, various theoretical approaches, significant social institutions, social movements and issues. Recommended: SOC 204 or SOC 205 or instructor permission. Prerequisites: MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available.
Upon successful completion of this course, students will be able to:
- Apply the sociological perspective to the causes and consequences of gender roles in our lives and in the world around us.
- Identify and assess how interactions between gender, class, and race/ethnicity contribute to the stratification of society.
- Participate as active citizens within their societies and communities, demonstrating critical thought surrounding gender from a sociological lens.
Alignment with Institutional Core Learning Outcomes
|Major||1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)|
|2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)|
|3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)|
|4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)|
|5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)|
To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.
- The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
- Students can demonstrate and are assessed on a thorough understanding of the outcome.
- The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
- Students can demonstrate and are assessed on a fundamental understanding of the outcome.
Outcome Assessment Strategies
The department assumes that instructors will assess student learning through the term by using various formative assessment tools, like worksheets, quizzes, and exams. In addition, the department encourages instructors to integrate the following kinds of tasks into the course to assess student achievement of course outcomes in a more comprehensive and holistic manner:
- Short analytical or application papers on specific concepts, themes, and issues.
- Term or research papers, using a variety of research strategies.
- Oral presentations.
- Group research, analysis, and presentation projects.
- Class participation in full-class discussions and small groups or teams.
- Response papers or journals reflecting on life experiences, events, and social phenomena.
- Service-learning tasks, involving service to community, reflection, and application of sociological perspective.
- Student-instructor conferences.
- Video projects.
- Oral histories and interviews.
Course Activities and Design
The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.
Course Content (Themes, Concepts, Issues and Skills)
Course Content (Themes, Concepts, Issues and Skills)
- Sociological Imagination: personal and public issues
- Sociological Theories and Theorists: Structural Functionalism-institutions, functions, division of labor; Conflict- inequality, power elite; Symbolic Interactionism- labels, social construction of meaning, interactions at micro level; and Feminist Theory.
- Sociological Research and findings: influence of Feminist Sociology and Theory on research.
- History of Feminism: waves of women’s movement and men’s movement
- Nature vs. Nurture debate: Sex vs. Gender
- Physical, chromosomal, and hormonal variations between sexes. Effects on behavior?
- Socialization theories: Psychoanalytic (Freud, Horney, Chodorow);Social Learning Theory (Bandura); Cognitive Development (Piaget, Kohlberg, Gilligan); Bem’s Enculturated Lens Theory
- Socialization agents: role models, labels, stereotypes, differential treatment, and peer pressure etc. from family, peers, education, toys, and media.
- Structural and cultural influences on gender roles (Stratification, laws, attitudes, and values): intersection between race, class, and gender, role constraints and enforcement.
- Social problems and solutions addressing sexism, discrimination, sexual harassment, domestic violence, etc.
- Gendered language and communication: verbals and nonverbals
- Family diversity: changing data trends, divorce, double shift
- Sexual Orientation: heterosexism, homophobia, variations in gender roles
- Reproduction: rights, teen pregnancy, attitudes, consequences
- Social stratification: intersection of sex and gender with race, ethnicity, class, sexual orientation, ability/disability.
- Gender and Work: division of labor, historical trends, occupational sex segregation, wage gap, glass ceiling, feminization of poverty, legislative strategies.
- Gender, Crime, and Justice: statistics, causes and consequences, criminal justice system- variations in laws and treatment
- Gender and Politics: gender gap, differences in representation and voting patterns
- Men and Women in the Military
- Gender and Religion: traditional religious teachings, goddesses vs patriarchy, leadership patterns, changing spirituality
- Gender and Health: Varying indicators of health, changes and inequality in health care systems, mental health, eating disorders.
- Cultural/global diversity: ethnocentrism towards varying gender roles and cultural practices
Competencies and Skills
- Apply sociological approach and perspectives to a variety of social patterns and processes related to gender roles.
- Develop and practice college-level reading, writing, research, analysis, and study skills.
- Be able to define, compare, understand, and interpret theories, concepts, and data patterns.
- Apply theories, concepts, data, and research to concrete examples in text, class, and daily life.
- Develop critical thinking skills and be able to distinguish between underlying assumptions, stereotypes, and research findings related to social issues.
- Develop group process skills, including listening, communicating, cooperating, and empathizing with diverse perspectives.
- Be able to distinguish between public and private problems and determine the causes and consequences of cultural and structural gender-related issues.
- Be able to analyze and integrate coursework with current events and trends in the social world.
- Learn how to help solve problems by being active citizens, participating in the community and society, and being able to identify services available in the community.