Gender & Education
ADMPS 2133 /EDUC 2110
Spring Semester 2015 (2154)
Mondays 4:30 - 7:10 4317 Posvar Hall
Overview: This course is designed to examine research and theory on gender as it pertains to the
development of pedagogy, curriculum, policies, and other educational infrastructure elements and
practice. The readings and discussions will also explore how gender frames the manner in which
educators view their students and how students respond to (adapt, accommodate, resist) the
worldviews of those they encounter in schools. Throughout the course students will link formal,
informal, and non-formal settings in which a gendered education takes place, as well as to critically
examine the consequences of these practices.
We will explore and problematize the gendered construction of social problems and how these fit into
larger systems of hierarchy, oppression, resistance, and transformation. Students then explore how
gender socialization proceeds through coming of age programs, including both formal rituals and
ongoing informal interactions in school and outside. We look at how the tales that we tell, from ancient
fairy tales to modern graphic novels, help us to see underlying gendered roles as well as to envision new
stories. We examine the concept of embodiment and look at the ways that it underlies gendered
performances, intimate relationships, and understandings of the world. We explicitly look at
harassment and the requirements necessary for creating safe schools and communities. Together we
also take a focused look at current educational policies and critique best professional practices,
effective school reform, and life-long consequences of gendered educational experiences.
Learning Goals: There are many learning goals for this course, and students will ultimately design their
own course of learning throughout the semester. The following goals provide a shared basis for the
course:
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Through the readings, classroom experiences, leadership opportunities, and written
integrations, students will be able to actively apply and integrate complex ideas and core
concepts in meaningful ways and to communicate them with others.
Students will be able to identify and interpret multiple theories and research that help us
understand the life-long formation of gender identity and how gender is performed, rewarded,
and embodied.
Students will be able to better articulate their own perspective in relation to a range of feminist
theories, modes of inquiry, and action strategies.
Through diverse readings and resources, including special guests, students will gain a sense of
how dimensions such as race, class, profession, and sexuality intersect with gender to
constitute identity and opportunities for action.
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Students will be able to exchange personal experiences from work, leisure, family, and school
with classmates as part of a safe, shared culture of candid and creative inquiry.
Students will better understand how gender impacts the ways in which dominant groups
identify and categorize those defined as “Other.”
Required Texts:
Alvarez, J. (2007). Once upon a quinceañera: Coming of age in the USA. New York: Plume.
Balkovec, L. (2006). Setting it straight: A novel. Indian Wells, CA: McKenna Publishing Group.
hooks, b. (2000). Feminism is for everybody: Passionate politics. Cambridge, MA: South End Press.
Sadker, D. , Sadker, M., Zittleman, K. (2009). Still failing at fairness: How gender bias cheats girls and
boys in school and what we can do about it. New York: Scribner.
Tyack, D., & Hansot, E. (1990). Learning together: A history of coeducation in American public schools.
New Haven, CT: Yale University Press.
Additional resources will be posted on Courseweb. Students are also encouraged to contribute to the
cumulative set of resources available to the course.
Requirements: Course grades are based on the following three elements:
30% from Course Presentations:
In lieu of constant short written assessments, students will have the opportunity to co-lead at least
three sessions of the course. One of these sessions will be a topic in the Holistic, Inclusive Policies
module. They may work in groups of up to 3 people; membership constellations must change for each
presentation. Typically the group presentation will constitute an hour to 90 minutes of the session.
Leadership may involve several of the following:
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presenting the set of readings in that module and on that day in an original synthesis, linking
them to core concepts
hosting guests/ partners and facilitating an exchange that substantially links to and enriches the
resources and module theme
providing additional insight about the authors of required and supplemental resources, as well
as the theoretical positioning that shapes their argument
applying the resources to a current problem, preparing an interactive presentation that could
be/is shared with a wider audience,
guiding classmates through an integration exercise that helps to clarify and enrich
understanding of core concepts.
Interpreting content in light of actual educational practices and policies
other modes of educational experiences that are embodied, passionate, intellectually and
emotionally challenging, safe, and fun
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On the day that the group leads, they should arrive with a finished packet of evidence that shows 1)
their statement of intentions and goals for the session, 2) the shared deliberations and collaborations
that have led up to the session, including any discussion threads or media exchanges, 3) any handouts,
PPT or Prezi slides, extra resources or media that they have incorporated into their leadership session.
By the following week at the latest, each person needs to submit, on paper, a 1-2 page personal
statement debriefing the leadership experience, audience responses, successes and changes, and
identifying goals and intentions for their next session. The final group of the term will need to submit
this within three days of the last Monday class.
40% from Written Integrations:
(20%) 1 focused critical essay (12-15 pages double spaced plus diagrams or artwork, appendices, and
references) that addresses a set of unifying questions via an academic, analytical lens. Past examples
area available and further guidelines will be posted on Courseweb. Thorough use of required course
textbooks and explicit use of core concepts is required. However, the core issue or topic may be one
that is not explicitly included in the course, but is of personal interest. A well fleshed out working draft
is due February 23 in class for workshopping. The final is due March 30. Student may opt to modify this
paper for submission for the graduate paper prize in Gender, Sexuality, and Women’s Studies or as part
of a larger comprehensive exam, thesis, or publishing opportunity. Proof of use of bibliographic
software, such as a screen shot, is required.
(20%) 4 Short (3-pages double spaced, including references) reflections on a bell hooks chapter or
theme that unites several chapters. As these are individually designed, you should use first person
voice and claim your own point of view and the basis for your insights and positions. Do not
summarize, but rather pull out a provocation and respond to the author using personal experience,
classroom activities, leadership insights, and other resources as relevant. You must cite hooks and at
least two other course books per reflection. Be sure to use course core concepts - explicitly. At least two
must be turned in before the March 2 class. The other two are due, at the latest, at the April 20 session.
30% from Engagement:
This includes full course participation including preparation of the readings for each session, attendance
at varied field visits and collaborations, and positive contribution to flexible course format,
contributions and creative performances during sessions.
Students may earn extra credit by submitting sets of 10 core concepts from that module (and
cumulative words from previous modules) with definitions, and applications, These are due on the first
session of the next module; thus students could turn in up to 5 sets. More specific instructions can be
received from the professor. They may also take advantage of additional opportunities to turn in
reflections from attending related activities, doing community service, or optional certifications (such
as Pitt’s Sexual Harassment Certification).
Academic Integrity: All written work in this course must be the sole work of the student whose name
appears on that work. Students must clearly identify any group work or contributions from
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collaborations and leadership sessions with the names of all participants. Students must observe the
University of Pittsburgh standards of academic honesty and comply with any additional regulations
announced by the instructor.
Collegiality: Given the nature of the subject matter in this course, our discussions may well involve
sensitive topics and/or deeply personal experiences or views. We will work together to develop an
atmosphere where people are comfortable exploring and sharing diverse points of view. We will
debate, and even challenge, each other’s ideas with respect and compassion. Our dialogue will
function within the guidelines of academic freedom, defined by the American Association of University
Professors as follows:
The concept of academic freedom has been premised on the idea that human
knowledge is a never-ending pursuit of the truth, that there is no humanly accessible
truth that is not in principle open to challenge, and that no party or intellectual faction
has a monopoly on wisdom. Therefore, academic freedom is most likely to thrive in an
environment of intellectual diversity that protects and fosters independence of thought
and speech.
Students in this course will be expected to comply with the University of Pittsburgh's Policy on
Academic Integrity. Any student suspected of violating this obligation for any reason during the
semester will be required to participate in the procedural process, initiated at the instructor level, as
outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the
confiscation of the examination of any individual suspected of violating University Policy. Furthermore,
no student may bring any unauthorized materials to an exam, including dictionaries and programmable
calculators.
Disability Services: If you have a disability for which you are or may be requesting an accommodation,
you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 140
William Pitt Union, (412) 648-7890, drsrecep@pitt.edu, (412) 228-5347 for P3 ASL users, as early as
possible in the term. DRS will verify your disability and determine reasonable accommodations for this
course.
Accessibility: Blackboard is ADA Compliant and has fully implemented the final accessibility standards
for electronic and information technology covered by Section 508 of the Rehabilitation Act
Amendments of 1998. Please note that, due to the flexibility provided in this product, it is possible for
some material to inadvertently fall outside of these guidelines.
Copyright Notice: These materials may be protected by copyright. United States copyright law, 17 USC
section 101, et seq., in addition to University policy and procedures, prohibit unauthorized duplication
or retransmission of course materials. See Library of Congress Copyright Office and the University
Copyright Policy.
Statement on Classroom Recording: To ensure the free and open discussion of ideas, students may
not record classroom lectures, discussion and/or activities without the advance written permission of
the instructor, and any such recording properly approved in advance can be used solely for the student’s
own private use.
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Attendance: Mindful presence, thoughtful preparation, and full participation are expected for all class
activities. Class will be held unless I cancel it or unless the University cancels classes for weather
emergencies, etc. I recognize that there are times when events may prevent you from attending class
(illness, personal issues, professional responsibilities, etc.). I will also work to proactively organize
activities when I must be absent for academic reasons; I expect that you will fully participate in these
organized activities. I expect that you will treat excursions and guests will the full hospitality and
respect that we embody as representatives of the University of Pittsburgh. Please notify me by email at
least a day ahead, preferably at the beginning of the term, if you will not be in attendance at class.
Since I am usually at the room by a half hour beforehand and I seldom look at media or tech (i.e. email,
messages, or texts) during class, if you are simply running late, please just come as soon as you can.
Missing more than two classes without a pre-approved plan has the potential to adversely affect your
final grade.
This syllabus is subject to change based on the needs of the class. Students will be notified in class or by e-mail of any
changes to the syllabus.
Date
Module
1/5
1/12 and
Gendered
Problems
Books (plus
Courseweb
resources)
Sadkers and Zittleman
through 1
Tyack through 4
hooks, through 1
Class Activities
Due
Introduction
Construction of gendered
problems
1/19 – MLK – read Tyack 5-6, Sadkers and Zittleman 2
(1/26)
Coming of
Preview Balkovec book Gender socialization and
Age
Tyack 7-8
transitions
Start Alvarez
2/2
hooks 3 & 4
Visitor, quinceñeras
finish Alvarez
(2/9)
2/16
Tales We Tell
hooks 11-12
Sadkers and Zittleman
4, begin 5
2/23
3/2
Embodiment
Sadkers and Zittleman
3
Visit To Graphic Novel Store
Virtual visitor?
Workshop on paper drafts, Fairy
Tale retelling
Probable Barbie week, visitor?
3/9 SPRING BREAK – continue reading, working on projects
3/16
Balkovec book
Joint Session with a High School
hooks 5-7, then 14-16
GSA, GLSEN/trans panel
3/23
Sadkers and Zittleman
5-6
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Paper draft due
At least two
reflections due
by now
3/30
4/6
4/13
4/20
Holistic,
Inclusive
Reforms
6
Tyack 9 and conclusion
hooks 8-10, 13-14, 1719, Sadkers and
Zittleman 7-9
Education & Gender Spring 2012
Comprehensive sexuality
education, visitor?
Feminist reform, Title IX
Gendered language
Returns to education and
employment, visitor?
Semester paper
due
At least two
additional
reflections due