| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
| Course Code | POLS 345 | ||||
| Course Title in English | Gender and Society | ||||
| Course Title in Turkish | Toplumsal Cinsiyet ve Toplum | ||||
| Language of Instruction | EN | ||||
| Type of Course | Lecture,Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 126 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Co-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To gain a better understanding of gender and its effects, how it pervades all parts of our culture and lives, and also begin to question the assumptions, expectations, and requirements of gender. | ||||
| Course Description | Gender is often the first thing you notice about another person and your assessment of a person’s gender shapes your expectations of that person. These expectations (which are often requirements) place very real constraints and limitations on individuals. The sociology of gender focuses on the social construction of gender. Other theories of gender such as biological explanations will be discussed in comparison to the social constructionist approach. The course will begin with an examination of key theoretical approaches to the study of gender. Special attention will be paid to how gender is constructed at the level of society as well as how we engage in the re-creation and construction of gender in our everyday lives. Gender will be explored as an institution and a system as well as how it influences individuals. Because gender does not exist in a vacuum, it will be discussed in relation to its intersection with other social locations such as race, class, sexuality, age, and ethnicity. Throughout the course we will examine current events that highlight the importance of gender, using these examples to illustrate key concepts and theories. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) cinsiyetin ve toplumsal cinsiyetin sosyal olarak nasıl inşa edildiğinin ve kurgulandığının açıklanması ve tartışılması. 2) Toplumsal cinsiyet yapısının mikro-sosyal etkileşimler yoluyla nasıl inşa edildiğini ve güçlendirildiğini göstermek. 3) Sosyolojik teorileri sosyal dünyayla ve deneyimlerinizle bağlantılama 4) Kesişimsellik yaklaşımını kullanarak medyanın toplumsal cinsiyete ilişkin “sağduyulu” anlayışları eleştirel bir şekilde analiz etme |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Mühendislik, bilim ve matematik prensiplerini uygulayarak karmaşık mühendislik problemlerini tanımlama, formüle etme ve çözme becerisi | ||||
| 2) Halk sağlığı, güvenlik ve refahın yanı sıra, küresel, kültürel, sosyal, çevresel ve ekonomik faktörleri dikkate alarak, ihtiyaçları karşılayan çözümler üretmek için mühendislik tasarımını uygulama becerisi | ||||
| 3) Farklı kitlelerle etkili bir şekilde iletişim kurma becerisi | ||||
| 4) Mühendislik durumlarında etik ve profesyonel sorumlulukları tanıma ve mühendislik çözümlerinin küresel, ekonomik, çevresel ve toplumsal etkilerini göz önünde bulundurarak bilinçli kararlar verme becerisi | ||||
| 5) Takım üyeleriyle birlikte liderlik sağlayan, işbirlikçi ve kapsayıcı bir ortam oluşturan, hedefler belirleyen, görevleri planlayan ve hedeflere ulaşan bir ekipte etkili bir şekilde çalışma becerisi | ||||
| 6) Uygun deneyler geliştirme ve yürütme, verileri analiz etme ve yorumlama ve mühendislik değerlendirmesi yaparak sonuçlara ulaşma becerisi | ||||
| 7) Gerekli olduğunda yeni bilgileri edinme ve uygun öğrenme stratejilerini kullanarak bu bilgileri uygulama becerisi |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Mühendislik, bilim ve matematik prensiplerini uygulayarak karmaşık mühendislik problemlerini tanımlama, formüle etme ve çözme becerisi | N | |
| 2) | Halk sağlığı, güvenlik ve refahın yanı sıra, küresel, kültürel, sosyal, çevresel ve ekonomik faktörleri dikkate alarak, ihtiyaçları karşılayan çözümler üretmek için mühendislik tasarımını uygulama becerisi | N | |
| 3) | Farklı kitlelerle etkili bir şekilde iletişim kurma becerisi | S | Derse Katılım,Sunum |
| 4) | Mühendislik durumlarında etik ve profesyonel sorumlulukları tanıma ve mühendislik çözümlerinin küresel, ekonomik, çevresel ve toplumsal etkilerini göz önünde bulundurarak bilinçli kararlar verme becerisi | N | |
| 5) | Takım üyeleriyle birlikte liderlik sağlayan, işbirlikçi ve kapsayıcı bir ortam oluşturan, hedefler belirleyen, görevleri planlayan ve hedeflere ulaşan bir ekipte etkili bir şekilde çalışma becerisi | S | Derse Katılım,Sunum |
| 6) | Uygun deneyler geliştirme ve yürütme, verileri analiz etme ve yorumlama ve mühendislik değerlendirmesi yaparak sonuçlara ulaşma becerisi | S | Sunum |
| 7) | Gerekli olduğunda yeni bilgileri edinme ve uygun öğrenme stratejilerini kullanarak bu bilgileri uygulama becerisi | H | Derse Katılım,Sunum |
| Prepared by and Date | ÖZGÜR KAYMAK , January 2024 |
| Course Coordinator | CANSU GÜLEÇ |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. ÖZGÜR KAYMAK |
| Hafta | Konu |
| 1) | Giriş, Ders Genel Bakışı, Cinsiyet Nedir? |
| 2) | Cinsiyet için Biyolojik Açıklamalar |
| 3) | Cinsiyetin Sosyal İnşası |
| 4) | Kesişimselliği Keşfetmek |
| 5) | "Toplumsal Cinsiyet ve Aile (1)" |
| 6) | "Toplumsal Cinsiyet ve Aile (2)" |
| 7) | "Toplumsal Cinsiyet ve Kimlik |
| 8) | Bir Filmin Eleştirel Yansıtması - Sunum" |
| 9) | "Erkekler ve Erkeksilikler" |
| 10) | Toplumsal Cinsiyetin Medya Temsilleri |
| 11) | Annelik |
| 12) | Annelik-2 |
| 13) | "Küresel Perspektifte Toplumsal Cinsiyet: İşgücü Pazarında Toplumsal Cinsiyet Eşitsizliği; Çalışma, Aile ve Siyaset" |
| 14) | İş ve Aile Hayatı Dengesi |
| 15) | Sunumlar |
| 16) | Sunumlar ve genel değerlendirme |
| Required/Recommended Readings | The Gendered Society Reader, 2016. (ed) Michael Kimmel, Amy Aronson, 6th edition, Oxford University Press. Gender Inequality: Feminist Theory and Politics, 2012. Judith Lorber, 5th ed., Oxford University Press. Benokraitis Cohen Lorber, Judith. (1994). “Night to his day”. From Paradoxes of Gender. Yale University Press. pp: 13-37. “The Question of Gender- Joan Wallach Scott’s Critical Feminism”. (2011). ed. Judith Butler, Elizabeth Weed. Indiana University Press. pp:11-31. Martin, Emily. (1991). The Egg and The Sperm: How Science Has Constructed a Romance Based on Stereotypical Male-Female Roles. Signs: Journal of Women in Culture and Society, 16(3): 485-50. West, C. & Zimmerman, D. (1987) “Doing Gender”. Gender & Society 1(2): 125-151. Iris Marion Young, “Is Male Gender Identity the Cause of Male Domination?”, p.21-38, Feminist Social Thought A Reader, 1997. (ed) Diana Tietjens Meyers, Routledge. Crenshaw, Kimberle. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory, and Antiracist Politics, University of Chicago Legal Forum, pp. 139-167. Collins, H. Patricia. “The Social Construction of Black Feminist Thought”, p.: 745- 773. Maxine Baca Zinn. (2019). “Feminist Rethinking From Racial-Ethnic Families”. Shifting The Center, Understanding Contemporary Families, ed. Susan J. Fergusan, 5th ed. Sage Publications. Katherine R. Allen, Alexis J. Walker, and Mccann. (2013). Feminism and Families. “Handbook of Marriage and the Family”, ed. Gary W. Peterson, Kevin R. Bush, 3rd ed. Springer. Velma McBride Murry, et al. (2013). Gender and Family Relations. “Handbook of Marriage and the Family”. ed. Gary W. Peterson, Kevin R. Bush, 3rd ed. Springer. Charlotte J. Peterson. (2013). Family Lives of Lesbian and Gay Adults. “Handbook of Marriage and the Family”. ed. Gary W. Peterson, Kevin R. Bush, 3rd ed. Springer. David A. Jenkins. (2019). Perspectives of Gay Biological Fathers and Their Same-Sex Partners. “Shifting The Center, Understanding Contemporary Families”, ed. Susan J. Fergusan, 5th ed. Sage Publications. Kalmijn, Matthijs and Anne-Rigt Poortman. 2006. “His or Her Divorce? The Gendered Nature of Divorce and its Determinants.” European Sociological Review 22(2): 201-214. (13) Kersti A. Yllö. (2019). Gender, Diversity, and Violance: Extending the Feminist Framework. “Shifting The Center, Understanding Contemporary Families”, ed. Susan J. Fergusan, 5th ed. Sage Publications. Connell, R.W. (1995) Masculinities. Berkeley, CA: University of California Press, Ch. 6 “A Very Straight Gay”. Adrienne Rich. 2007. “Introduction from Of Woman Born”, (ed.) Andrea O’Reilly, Maternal Theory, Essential Readings, (p.6-11). Sara Rudrick, “Maternal Thinking”, (p.96-114). Shari L. Thurer, “The Myths of Motherhood”, (p.331-345). Andrea O. Reilly, “Feminist Mothering”, (p.792-822). Demeter Press: Canada. Barbara Katz Rothman. 1994. “Beyond Mothers and Fathers: Ideology in a Patriarchal Society”, (p.139-161). Mothering, Ideology, Experience and Agency. (ed) Nakano Glenn, Grace Chang, Linda Rennie Forcey. Routledge. Hartmann, Heidi. 1981. “The Family as the Locus of Gender, Class, and Political Struggle: The Example of Housework.” Signs 6(3): pp. 366-394. England, Paula. (2010). “The Gender Revolution: Uneven and Stalled.”Gender & Society 24(2):149-166. | ||||||||||||
| Teaching Methods | Lecture with expectation from students to actively participate in class discussion. Response papers will help students to take part in classroom discussion. Teamwork will be encouraged in preparation of a film critique and research and presentations. | ||||||||||||
| Homework and Projects | 3 response papers; film critique, final research and presentation | ||||||||||||
| Laboratory Work | None | ||||||||||||
| Computer Use | None | ||||||||||||
| Other Activities | None | ||||||||||||
| Assessment Methods |
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| Course Administration |
kaymako@mef.edu.tr 0212 395 36 00 Attendance and active participation are required. There would be no late presentations and make up exams unless medical report provided. MEF university values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures The University requires honesty of all its members in their academic work. Students are also expected to strictly adhere to the following rules and regulations regarding academic honesty. Plagiarism and cheating constitute major violations of academic honesty. Plagiarism is the failure to acknowledge the source of information gathered in the preparation of class and written work. Submitting papers of others as your own, using sentences or paragraphs from another author without the proper acknowledgement of the original author, insufficient acknowledgement of the consulted works in the bibliography, all constitute plagiarism. Copying work from others or giving and receiving answers/information during exams either in written or oral form constitutes cheating. Any improper behavior, academic dishonesty or plagiarism is subject to the YOK Disciplinary Regulation. Within the framework of MEF University's Artificial Intelligence Policy, it is aimed to integrate artificial intelligence into educational processes and promote its ethical use. The full text of the policy document can be accessed here: https://www.mef.edu.tr/tr/duyurular/mef-universitesi-yapay-zeka-politikasi-v2-yayimlandi |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Ders Saati | 14 | 0 | 2 | 2 | 56 | ||
| Sunum / Seminer | 5 | 12 | 2 | 70 | |||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||