Information Package / Course Catalogue
| Business Administration | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. 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 | Flipped Classroom,Lecture | ||||
| 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 | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | 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 Description in Turkish | Cinsiyet genellikle başka bir kişi hakkında ilk fark ettiğiniz şeydir ve bir kişinin cinsiyetine ilişkin değerlendirmeniz o kişiden beklentilerinizi de şekillendirir. Bu beklentiler (çoğunlukla gereksinimler) bireylere gerçek hayatta kısıtlamalar ve sınırlamalar getirebilmektedir. Toplumsal cinsiyet sosyolojisi, toplumsal cinsiyetin toplumsal inşasına odaklanır. Dönem boyunca, biyolojik açıklamaların yanısıra diğer toplumsal cinsiyet teorileri sosyal inşacı yaklaşımla karşılaştırmalı olarak tartışılacaktır. Ders, toplumsal cinsiyet çalışmalarına yönelik temel teorik yaklaşımların incelenmesiyle başlayacaktır. Toplumsal cinsiyetin toplum düzeyde nasıl inşa edildiğine ve gündelik hayatımızda toplumsal cinsiyetin yeniden yaratılması ve inşasına nasıl dahil olduğumuza özel önem gösterilecektir. Bir kurum ve aynı zamanda bir sistem olarak toplumsal cinsiyetin bireyleri nasıl etkilediği mercek altına alınacaktır. Toplumsal cinsiyet bir boşlukta var olmadığı için ırk, sınıf, cinsellik, yaş ve etnisite gibi diğer toplumsal konumlarla olan kesişimi bağlamında tartışılacaktır. Dönem boyunca temel kavramları ve teorileri izah edebilmek için toplumsal cinsiyetin önemini vurgulayan güncel olaylar incelenecek ve analiz edilecektir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) explain how both gender and sex are socially constructed. 2) demonstrate how social structure of gender is constructed and reinforced through micro-social interactions 3) Connect sociological theories with the social world and your experiences. 4) Use an intersectional approach and critically analyze media/“common sense” understandings of gender |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | ||||
| 2) Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | ||||
| 3) Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | ||||
| 4) Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | ||||
| 5) Demonstrates individual and professional ethical behavior and social responsibility | ||||
| 6) Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | ||||
| 7) Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | ||||
| 8) Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | ||||
| 9) Displays computer proficiency to support problem solving and decision-making | ||||
| 10) Demonstrates teamwork, leadership, and entrepreneurial skills | ||||
| 11) Displays learning skills necessary for further study with a high degree of autonomy |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | N | |
| 2) | Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | N | |
| 3) | Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | N | |
| 4) | Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | N | |
| 5) | Demonstrates individual and professional ethical behavior and social responsibility | N | |
| 6) | Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | N | |
| 7) | Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | N | |
| 8) | Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | N | |
| 9) | Displays computer proficiency to support problem solving and decision-making | N | |
| 10) | Demonstrates teamwork, leadership, and entrepreneurial skills | N | |
| 11) | Displays learning skills necessary for further study with a high degree of autonomy | N |
| Prepared by and Date | ÖZGÜR KAYMAK , January 2024 |
| Course Coordinator | CANSU GÜLEÇ |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. ÖZGÜR KAYMAK |
Course Contents
| Week | Subject |
| 1) | Introduction, course overview, What is Gender? |
| 2) | Biological Explanations for Gender |
| 3) | Social Construction for Gender |
| 4) | Exploring Intersectionality |
| 5) | Gender and Family (1) |
| 6) | Gender and Family (2) |
| 7) | Gender and Identity |
| 8) | Critical Reflection of a Film-Presentation |
| 9) | Men and Masculinities |
| 10) | Media Representations of Gender |
| 11) | Motherhood |
| 12) | Motherhood (2) |
| 13) | Gender in Global Perspective: Gender Inequality in the Labor Market; Work, Family and Politics |
| 14) | Work and Family Life Balance |
| 15) | Research Presentations |
| 16) | Research Presentations (2) & WRAP UP |
| 16) | Research Presentations (2) & WRAP UP |
| 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 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. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 0 | 2 | 2 | 56 | ||
| Presentations / Seminar | 5 | 12 | 2 | 70 | |||
| Total Workload | 126 | ||||||
| Total Workload/25 | 5.0 | ||||||
| ECTS | 5 | ||||||