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JOHN CABOT UNIVERSITY

COURSE CODE: "SOSC 208"
COURSE NAME: "Sociology of Sex and Gender"
SEMESTER & YEAR: Spring 2020
SYLLABUS

INSTRUCTOR: Benjamin Lee Scribner
EMAIL: [email protected]
 HOURS: MW 8:30-9:45 AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS: Before and after class or by appointment
COURSE DESCRIPTION:
This course is an introduction to the sociological study of sex and gender. We will examine the ways in which sex and gender are socially constructed and the role that they play in shaping major social institutions—i.e. the family, economy, education, media, government, politics, etc. We will investigate gendered approaches to understanding society and how they differ from other sociological perspectives. We will deepen our appreciation of the problems of inequality, power, and privilege, by exploring how other factors, such as race and class, intersect with sex and gender. We will take a cross-cultural approach by considering these issues within different societies.
SUMMARY OF COURSE CONTENT:
The purpose of this course is to help students develop a theoretical as well as personal approach to understanding sex and gender. It begins with an exploration of Marxist, feminist, and social constructivist perspectives. The course then moves into a study of sub-themes that are particularly relevant in the contemporary period. The course promotes an evidence-based approach, with the emphasis placed on a consideration of data and conclusions elaborated by scholars. A significant portion of the class is devoted to a discussion and analysis of readings. Additional class materials, such as recent census data, relevant news stories, and public commentary, will encourage students to apply what they are learning to the analysis of current events.
LEARNING OUTCOMES:

  1. Demonstrate an understanding of the social construction of gender

  2. Identify how social institutions shape the meaning and role of sex and gender in society

  3. Understand the ways in which social conditions differ for men and women, creating inequalities

  4. Describe the relationship between sex, gender, and aspects of other forms of social identity, including race and class

  5. Recognize cultural variation in sex and gender, including differences between Western and non-Western societies

  6. Compare and contrast theoretical approaches to the study of sex and gender



TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Gendered LivesFixmer-Oraiz, N., & Wood, J. TCengage9781337555883     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Exams (2)Exams: There will be two exams over the course of the semester. You will be asked to demonstrate your knowledge of the course material and ability to apply concepts and evidence in unique ways. Missed Exams and Exam Make-Ups You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. 60%
Reading Responses Students will write two page critical responses to five of the course reading assignments. 10%
Reflective Journal One goal of this course is to think critically about gender and the role it plays in society, our own lives, and across cultures. In keeping with this theme, students will keep a journal in which they reflect on their own experiences with gender in their day-to-day lives. As many of these issues are highly personal, consider the types of responses you are willing to share with me. I can assure you that I consider your journals confidential material and will not share your responses with anyone else. At the same time, I do not want to force you to share experiences you would rather not disclose, so please feel free to proceed accordingly. Don’t be afraid to carefully examine what you believe and why you believe what you believe. Most importantly, remember the journals are really for your benefit, not mine, so use them to meet your needs. You will write one journal entry per week (for a total of FOUR), and each journal entry should be at least 500 words long. Journal entries are DUE EVERY SUNDAY and MUST BE UPLOADED TO MOODLE BY MIDNIGHT. 15%
   
QuizzesShort, in class quizzes on the readings will be given at random at several points during the semester.15%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:

  • Attendance 

    • Attendance in mind and body is required. More than two absences will result in the lowering of your grade.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

A note on on civility: Like many college courses, this course will bring up challenging topics requiring critical thinking and openness to diverse points of view.  Within reasonable limits, each of us, including your professor, have a right to learn and grow through intellectual mistakes, including behaviors and statements that may at times cause offense.  The willingness to accept and forgive the mistakes of others is particularly true in the classroom where we risk silencing the discussion, and thus limiting our growth, if participants are afraid of expressing their first thoughts on a new subject and revealing their ignorance.  What will not be tolerated, however is behavior that creates a hostile learning environment: that is, severe or repeated, willfully ignorant or willfully hateful behavior targeting any classification of persons in a dehumanizing or stereotyped way.  


A note on trigger warnings: I welcome and value the participation of sensitive students as for me sensitivity is a huge plus -- it means we care.  However, please consider the following a blanket trigger warning for the course: this course will, at some times, include discussion of topics to which some students may have particular sensitivity, including racism, violence and sexual violence.  While I will follow the course schedule,  I cannot predict with certainty when sensitive subjects will be introduced in times of open discussion.  Further, I will not silence discussion of sensitive topics unless it they are irrelevant to course material or participants break the civility code described above.  Therefore such discussions may begin and proceed without warning. If you have a particular sensibility to these topics and wish to not be exposed to them, I respect that the emotional cost may be too high for you to benefit from this course, and I urge you to avoid this class.

SCHEDULE 

 

Week 1
Introduction: Sex, Gender, and Sexuality 

Reading Required: Intro, Ch. 1,  Gendered Lives

Week 2
Theoretical approaches to Gender

Required Reading: Ch. 2, Gendered Lives

Week 3
Gender in Historical Context, Gender in Intercultural Context

Required Reading: “Patriarchy, Power, and Pay” Ruggles, 2015.
A second reading will be announced.  

Week 4
The Rhetorical Shaping of Gender

Required Reading: Chapter 3 & 4, Gendered Lives

Week 5
Gendered Media

Required Reading: Chapter 11, Gendered Lives


Week 6
The Construction of Gender in Verbal Communication

Required Reading: Ch. 5, Gendered Lives


Week 7
Review (Monday) and Midterm Exam (Wednesday)


Week 8
The Construction of Gender in Nonverbal communication

Required Reading: Ch. 6, Gendered Lives

Week 9
Becoming Gendered: Gender in Education and daily practice

Required Reading: Ch. 7, 8, Gendered Lives

Week 10
Gendered Close Relationships

Required Reading: Ch. 9, Gendered Lives

Week 11
Gendered Organizational Communication

Required Reading: Ch.10, Gendered Lives

Week 12
Gendered Power and Violence

Required Reading: Ch. 12, Gendered Lives

Week 13
Gender, modernity and the postcolonial world

Required Reading: to be announced


Week 14
Course wrap up and review