“…We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights…”
Declaration of Sentiments, Seneca Falls, New York (1848)

I. Course description:

Welcome to this Gender Studies course! In this course, we will study the topic of gender from a primarily sociological perspective, but include readings and research from across disciplines. In this course will investigate the social construction of sex, gender, and sexuality; how gender is conceived of by social scientists; the process of socialization in terms of masculinity or femininity; and how social identities such as race and social class intersect with gender. We will discuss gender as it is studied on the micro and macro levels. We will discuss how research approaches and treats gender as a social identity. This will include micro-level processes, such as language, to gender inequality on the institutional level, to how gender inequality and constraints are challenged by various groups of people.

II. Course components:

This class will be composed of lectures and class/group discussions based on the material that is assigned for each class.

III. Course objectives:

Outlined below are objectives for this course. In the process of achieving these objectives, students will understand a major piece of the college’s mission, which seeks to “advocate for justice and peace in recognition of each person’s responsibility for the welfare of both humankind and the environment

• Understand how sociology approaches the topic of gender and related concepts
• Investigate how social identities intersect with one another to shape a groups’ experiences, and how people work to change these experiences
• Analyze how gender is experienced as an interactional process
• Explore the ways gender is shaped by and shapes institutional practices, experiences of individuals within these institutions, and social policy.

Overall plan for the Service Learning Component in Gender Studies:

The Service Learning experience will require you to dedicate approximately 1-2 hours every week at one of the following organizations addressing gender as a topic: Boys to Men, Maine Women’s Fund and Hardy Girls, Healthy Women.

The Goals of the Service Learning Component:

• To provide help for and contact with organizations dedicated to addressing issues associated with gender and gender identity
• To integrate the academic concepts contained in the course into the practical experience and application working these organizations
• To recognize the meaningful role each student has in the lives of those with whom they work, and to reflect on our place in a gendered society

IV. Required texts:

• Kimmel, Michael and Amy Aronson. (Eds.) 2004. The Gendered Society Reader. New York: Oxford University Press. (“K & A” throughout syllabus)
• Tarrant, Shira (Ed.) 2008. Men Speak Out. New York: Routledge. (“R”)
• Readings posted on Angel (“Angel”)

V. Methods of Evaluating Student Progress

A) Writing Assignments

There are three types of writing assignments in this course: Weekly reaction papers (2 page each); 2 applied papers (4-5 pages each) and a paper – either a reflection based on the Service Learning project (6-7 pages) or a Research Paper (10-12 pages).

B) Exams

There are two non-cumulative exams scheduled for this class.

C) Participation and Attendance

I will pass around an attendance sign-in sheet every class. However, I realize that situations arise that are out of your control, and so you will be allowed up to three absences without penalty during the semester. After your third absence, 7 points will be deducted for each class.

D) Point Allocations

12 Weekly reaction papers = 120 (10 points each)
2 Applied papers = 40 (20 points each)
2 Exams 1 = 80 (40 points each)
Service-learning reflection paper = 60 
OR
Non service-learning option: Research paper = 60

Total points = 300