SOC 301 — Sociology of Gender Spring 2019
Department of Sociology University of Alberta
Instructor: Aryan Karimi
Office: Tory 4-07, Department of Sociology Email: [email protected]
Office Hours: by appointment – please email me Lecture Room: BUS 1 - 5
Schedule: Tuesday/Thursday, 9 – 11:50 a.m.
Prerequisite: SOC 100 or permission of the instructor
Course Description:
This course introduces students to the sociological analyses of “Gender” and gives them an understanding of how gender is perceived and constructed within different historical eras and the larger socio-cultural systems. The course begins by discussing the main sociological theories and their take on gender. Based on this theoretical and conceptual foundation we will consider various topics such as the four waves of feminism in the West, the relations between gender and sex, race, work, and immigration, and non-liberal approaches to women’s agency and gender identities. This course focuses on multiple levels of analysis: individual, national, and international. This class will expose you to a variety of issues around femininities, masculinities, and women’s rights. While not every reading represents my own perspective, together, we will critically examine and evaluate sociological research on gender and relate it to policy discourse in contemporary Canada and other western countries.
Learning Objectives:
Upon successful completion of this course you will:
Understand sociological theoretical frameworks and be able to apply them to concrete examples such as gender identity construction in different context, gender-based rights claims, and social policies regulating marriage, voting, and immigration.
Have an understanding of the major trends and variations in women’s rights movements in contemporary Western societies.
Be able to critically assess the role of gender ideologies in local and international social changes.
Readings:
We will read original texts and research articles. These will include both classic texts in sociology of gender as well as more recent empirical research papers. All readings, including the book chapters, will be accessible online through University of Alberta Libraries.
Extra resources:
Critical Social Policy
European Journal of Women’s Studies
Feminist Review
Feminist Theory
Gender & Society
Men & Masculinities
International Feminist Journal of Politics
NORA: Nordic Journal of Feminist and Gender Research
Politics & Gender
Sexualities
Signs: Journal of Women in Culture and Society
Social Politics: International Studies in Gender, State and Society
Center for Women and Politics, Rutgers University:
www.cawp.rutgers.edu
Institute for Women’s Policy Research, Washington, DC:
http://www.iwpr.org
International Institute for Democracy and Electoral Assistance (International IDEA), Stockholm, Sweden
https://www.idea.int/
United Nations Women
http://www.unwomen.org/en
Teaching Method:
The course will consist of lectures complemented by the required readings, class discussions and student presentations, guest lectures and videos. Everything that is covered in the class room as well as the readings will be covered in the mid-term and final tests. You should come to class having read all required materials and should be prepared to engage in class discussions. You are also responsible for all assigned readings, whether or not such readings are specifically covered/addressed in my lectures.
Note: It is possible that you may find some of the course material boring, upsetting, or offending!
However, please keep in mind that regarding our topic, this is unavoidable and that the goal is for you to be able to critically assess the material and situations that may not necessarily be your cup of tea. Also, please feel free to contact me if you face problems or difficulties with the subject matter; I will do my best in assisting you.
Classroom Atmosphere:
This classroom will be our learning community and safe space for everyone. I expect that you all do the readings before class and come to class prepared to engage with the material and ready to participate in a class discussion. In order to learn with and from each other, it is important that we are all coming to class with an open mind, ready to share ideas and – potentially – have them challenged by someone else (you should also feel free to ask me questions!). However, the rule is that we always do so in a respectful manner! I will not tolerate whispering when another student has the floor or any sexist, racist, homophobic, transphobic, ableist, or any insulting comments. Also, I realize that there is a great deal of reading and school work and that you are combining this course with other duties and responsibilities. I will do my best to address issues related to this class if you face any difficulties throughout the semester.
Resources that you may find helpful:
Office of Safe Disclosure and Human Rights
https://www.ualberta.ca/vice-president-finance/audit-and-analysis/about-audit-and-analysis/office-of- safe-disclosure-and-human-rights
Sexual and Gender Diversity
https://www.ualberta.ca/sexual-gender-diversity
Interfaith Chaplains' Association
https://www.ualberta.ca/current-students/interfaith-chaplains/multi-faith-spaces
Evaluation:
Your final mark will be based on the following:
- Two (2) multiple-choice exams worth 30% each that will be given in-class. First exam is a mid- term exam, scheduled for May 28th. The midterm exam will cover all course material from the first session of the class to the session preceding the exam, i.e., May 07th to May 23rd inclusive.
The second exam is a final exam scheduled for the final examination period at the end of the semester. This exam will cover all course material from the session on May 28th to June 11th inclusive. Final exam is scheduled for June 13th (this date is tentative, please check Beartracks for confirmation). Each exam will consist of 30 multiple-choice questions. You will write the mid- term exam during the first half of the class (9-10:15 a.m.). I will post a few sample exam questions on eclass closer to the dates of the exams.
Note: Don’t memorize numbers/ statistics. I doubt that there is any benefits in memorizing pure stats for this course so feel free to skip them. But keep in mind you need to understand what these numbers represent and what they tell you about major trends.
- Comments on assigned readings worth 30% of your final grade. Since we will have ten (10) sessions during our semester (not counting the first day of class on May 07th), each session’s comment is therefore worth 3% of your final grade. I will assess the reading comments for quality of the arguments and engagement with course material. I have assigned one (occasionally two) article or book chapter as reading material for each day of class. For each day of our class I have also included links to one news piece which is (in)directly related to the assigned reading and my class presentation. Each student is expected to read the assigned course material (articles, book chapters, and news pieces), reflect upon the material, and write a 150 – 200-word paragraph containing major takeaways or criticisms or questions or a mix of these. During the first day of class I will briefly introduce basic sociological concepts and theories. In addition, I have assigned three short introductory texts to the founding fathers of sociology, i.e., Durkheim, Marx, and Weber. I strongly encourage students to directly engage with such sociological concepts and theories in writing their reading comments. All students have to post their questions and takeaways on eclass at least 2 hours before we convene for each class. At the end of each class, we will pick and discuss a few of these questions.
- Group presentation worth 10% of the final grade. On May 09th I will provide you with five topics for group presentation assignment. I will ask you to form groups of four-five, choose and discuss one of the topics per group, and present the result of your discussion to other classmates on June 11th. Each presentation will be roughly 10 minutes per group. We will have discussions about your group presentation and I will ask you to send me a 400-word description of your group discussion and arguments after group presentation before your final exam on June 13th.
Breakdown of Grades:
Mid-term 30%,
Final exam 30%,
Reading comments: 30 %
Presentation: 10%
Grades:
Excellent A+
A A-
95-100 90-94 85-89
4.0 4.0 3.7
Good B+
B B-
80-84 76-79 72-75
3.3 3.0 2.7 Satisfactory C+
C C-
68-71 64-67 60-63
2.3 2.0 1.7 Poor
Minimal Pass
D+
D
55-59 50-54
1.3 1.0
Fail F 0-49 0
Attendance
Students who attend class will be more likely to understand the material and will therefore be in a better position to do well in the course. Attendance at lectures is extremely important because some topics presented in class are not contained in the readings. If you, due to work or other commitments, know that you will miss a lecture you will have to make arrangements to get notes from another student. My lecture notes will be in PowerPoint format and available on eclass. However, these notes will be brief and not comprehensive in providing the details discussed in class.
Video/Audio recording
As per University calendar: " Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s). "
Course policies
Policy about course outlines can be found in the Evaluation Procedures and Grading System section of the University Calendar
Deferred Exams: Missed Mid-term Test and Final Exam
As per the University Calendar “a deferred final examination will not be approved if a student (a) has not been in regular attendance where attendance and/or participation are required, and/or, (b) excluding the final exam, has completed less than half of the assigned work.”
If you miss the midterm test, you must contact me within two days after the test date to request an opportunity to write a make-up test. A make-up test will be granted if there are legitimate medical or compassionate grounds only. Documentation must be submitted. Deferred midterms are intended to accommodate students who have experienced an incapacitating illness or severe domestic affliction;
applications based on minor or inconsequential ailments will not be approved. Students will not be given make-up tests or essay extensions due to travel (employment, vacations), weddings or other personal commitments. For a missed final exam, students must apply to their home faculty for a deferred final exam. Applications for missed final exams must be made within two working days of the missed final exam, or as soon as the student is able to do so, having regard for the circumstances underlying the absence. Instructors cannot grant final exam deferrals.
For medical illnesses, you can present one of the following:
“University of Alberta Medical Statement” signed by a doctor
"Request for Excused Absence of Deferral Of Term Work”
"Statutory Declaration" (to be obtained from the Office of the Registrar)
For other acceptable absences, such as domestic afflictions or religious convictions, you should submit appropriate documentation to the situation. This could include the following:
For a death in the family – a copy of the death certificate
For a religious conflict – a letter from the religious leader or institution
For a car accident – a copy of the accident report
For other serious afflictions – consult with Instructor or Department about appropriate documents
Academic Integrity
“The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.”
Course schedule and reading list
Dates Topics & Readings Notes
May 07 Introduction to Sociology of Gender
Background Sociological Theories:
Olsen, M. E. (1965). Durkheim's two concepts of anomie. The Sociological Quarterly, 6(1), 37-44.
Burawoy, M., & Wright, E. O. (2001). Sociological Marxism.
In Handbook of sociological theory (pp. 459-486). Springer, Boston, MA. (Read pages 468 – 477)
Adler, P. S. (Ed.). (2009). The Oxford handbook of sociology and organization studies: Classical foundations. Oxford Handbooks.(Read the chapter by Clegg, S., & Lounsbury, M. Weber: Sintering the Iron Cage Translation, Domination, and Rationality. Only read the two sections of “6.3. Weber's Theory of Rationalities and its Relation to Domination” and “6.3.1. Rationality and Forms of Domination”.)
Meet & Greet, Introduction to the course.
Covering relevant theoretical &
methodological issues.
May 09 Gender in Culture and Social Relations
West, C., & Zimmerman, D. H. (1987). Doing gender. Gender &
society, 1(2), 125-151.
Announcing topics for group presentations.
May 14 Gender and Inequalities
Crenshaw, K. (2018). Demarginalizing the intersection of race and sex:
A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics [1989]. In Feminist legal theory (pp. 57- 80). Routledge.
Pride Centre of Edmonton addresses allegations of racism, transphobia. Access at
https://www.cbc.ca/news/canada/edmonton/pride-centre-racism- transphobia-allegations-1.5088052
May 16 Masculinities and Femininities
Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender & society, 19(6), 829- 859.
Why Teen Boys Have More Leisure Time Than Teen Girls. Access at https://www.theatlantic.com/family/archive/2019/03/boy-girl-teen- housework-leisure/585241/
Guest lecture:
Equity workshop
May 21 Gender and Sexuality
Mottier, V. (2008). Sexuality: A very short introduction (Vol. 187).
Oxford University Press. (Read Chapter 2)
McNeill, T. (2013). Sex education and the promotion of heteronormativity. Sexualities, 16(7), 826-846.
Why Are Young People Having So Little Sex? Despite the easing of taboos and the rise of hookup apps, Americans are in the midst of a sex recession. Access at
https://www.theatlantic.com/magazine/archive/2018/12/the-sex- recession/573949/
May 23 Consecutive Waves of Feminism
Brodie, J. (2008). We are all equal now: Contemporary gender politics in Canada. Feminist Theory, 9(2), 145-164.
May 28
MIDTERM EXAM
Challenging Gender
Mahmood, S. (2011). Politics of piety: The Islamic revival and the feminist subject. Princeton University Press. (Read Chapter 1: the Subject of Freedom)
Quebec Proposes Bill Barring Public Employees From Wearing Head Scarves at Work. Access at
https://www.nytimes.com/2019/03/28/world/canada/quebec-head- scarves.html
May 30 Gender and Punishment
Simon, J., & Sparks, R. (Eds.). (2013). The SAGE handbook of punishment and society. Sage. (Read Chapter 9: Bosworth, M., &
Kaufman, E. (2013). Gender and punishment, 186-204)
In Prison, Discipline Comes Down Hardest On Women. Access at https://www.npr.org/2018/10/15/647874342/in-prison-discipline-comes- down-hardest-on-women
Guest lecture:
Women’s experiences in Alberta prison system.
June 04
Group Discussion
Gender and Migration
Mahler, S. J., & Pessar, P. R. (2006). Gender matters: Ethnographers bring gender from the periphery toward the core of migration studies. International migration review, 40(1), 27-63.
June 06 Gender and Work
Pedulla, D. S., & Thébaud, S. (2015). Can we finish the revolution?
Gender, work-family ideals, and institutional constraint. American sociological review, 80(1), 116-139.
Creese, G., & Wiebe, B. (2012). ‘Survival employment’: gender and deskilling among African immigrants in Canada. International Migration, 50(5), 56-76.
Before #MeToo, There Was Catharine A. MacKinnon and Her Book
‘Sexual Harassment of Working Women’. Access at
https://www.nytimes.com/2018/03/19/books/review/metoo-workplace- sexual-harassment-catharine-mackinnon.html
Guest lecture:
Gender issues in nursing and aviation.
June 11
Group Presentations
Gender and the Nation
Miller, R. E., & Wilford, R. (Eds.). (2004). Women, ethnicity and nationalism: The politics of transition. Routledge. (Read Chapter 2:
Yuval-Davis, N. (2004). Gender and nation, 30-40)
