COMMUNICATION DEPARTMENT
Instructor:
Website:
Office Hours:
Com 13 - Gender Communication
Spring 2015
Dr. Michele Weber
Email:
Michele.weber@rcc.edu
www.micheleweber.homestead.com
Class meeting: MW 4:15pm Room IT108
by appointment
Course Description:
A study of the communication patterns and differences existing between males and females, integrate theory and
practice, and heighten student’s awareness of the importance of gender as a communication variable. Gender
communication issues are addressed with emphasis on listening, perception, language, nonverbal communication, and
conflict management in interpersonal, small group and public settings.
Student Learning Outcomes:
Upon successful completion of the course, students should be able to:
1.
2.
3.
4.
5.
6.
define key terms and concepts specific to gender and the relationship between gender and communication,
distinguishing gender and sex as constructs and their impact on communication behaviors;
explain the process of sex-role socialization that results in different world views, basic gender values, and actual and
perceived gender differences in communication;
recognize how the use of language and nonverbal communication are influenced by gender in male and female
communication styles, patterns, practices, and stereotypes;
analyze the causes of barriers to and principles of building relationships and the values that facilitate positive
communication between males and females;
develop skills that facilitate functional and positive communication between males and females and apply
communication principles to situations in which gender is the important component in the communication event;
describe the influence of gender on communication in a variety of contexts such as family, the workplace, and public
contexts.
Text:
Wood, J.T. (2009). Gendered Lives: Communication, Gender, and Culture (11th ed.).
Boston: Wadsworth.
Course Requirements (Assessment strategies related to course learning goals):
Since this is a communication course, you will complete certain tasks in the different areas of
Communication. These include oral presentations, written papers, group discussions, practice
applications of concepts, and examinations of learned concepts.
In-Class Assignments (50 points):
A course in gender communication requires active participation in class discussion and in-classroom exercises. You must be
present to be an active participant. Excessive tardiness is unacceptable. I suggest that if you have a legitimate reason to miss
class (e.g., illness, family emergency) you should contact a classmate to see what you missed in class that day.
Contact Info:____________________________________________________________________________________________
Extenuating circumstances (documented) will also be taken into account. We will complete in-class exercises that will require
your oral and/or written participation (there are NO make-ups with these in-classroom activities). These assignments often
will require group discussions with classmates. Other times, they will require you to complete an activity outside of class and you
must be ready to discuss or submit reactions to the activity during a particular class period. Your participation will be considered
when assigning points. Participation will be evaluated by completion of in-class activities, presentations, written and oral
assignment, quizzes, and constructive input and receptivity to others during class. While I encourage open expression of ideas in
this class, your freedom to share your thoughts should not infringe on other students’ rights. It is important to me that we have a
safe and courteous learning environment.
Narrative Essay (25 points):
Write a two-to-three-page, well-edited essay about growing up female or male in your family (nuclear and extended). How was
gender identity communicated to you and your siblings? Do you plan to repeat similar gender patterns in the family you raise?
Why or why not?
Presentations:
Children’s Literature
Critique a children’s picture book, organizing your observations into a carefully developed grid/template which includes
book title, author, general storyline and a discussion on gender portrayals and relationships in the story (e.g. role
models, gender stereotypes, moral of the story, other gender-related observations). Pay attention to both written and
pictorial depictions. Provide your personal view of the book as a communicator to children and your suggestions on
how to rewrite the book. Bring the book to class. (3 ½ - 4 minutes).
Gender and Media PPT presentation
Look through several magazines and/or electronic media aimed at different audiences and collect 6-8 advertisements
that feature women, men, and women and men. Make a portfolio of your collection. Select two or three of the ads that
you find especially reliant on gender images (at least 1 should feature both genders). Analyze the ads, asking
questions such as (but not limited to): What is being sold? Who is the advertisement targeting? What makes the ad
appealing to that group? Does the ad promote diverse gender roles and realities or does it rely on and perpetuate
sexist images? What details cause you to reach your conclusion? What textbook theories/concepts could be applied in
your analysis (this should be your emphasis)? You must provide me with a copy of your PPT slide. (3 ½ - 4 minutes)
Group project:
Gender and Education
Become a gender observer in three-five classes (this depends on group size). Take one week of notes on the
communication that takes place. Keep track of variables such as type of class, class size, female and male ratio,
cultural mix, gender of professor. Pay attention to who talks, styles of talking, interruptions, and teacher response and
involvement. Interview a few students and/or faculty members from the classes you observe. Make use of
(gender/race/class…) theory(ies). Each group writes a 4-to-5-page well-edited report analyzing your findings.
Culture and Gender
Select a culture on our campus (preferably other than your own) and discover all you can about what it means to be a
man and a woman in that culture. Look for the many ways gender identity is defined and communicated within the
culture. Each group will present its findings to the class in a meaningful 20-minute presentation on the scheduled date.
After the presentation, each group will hand in a four-to-five-page well-edited paper on the topic. Both presentation and
paper should include 4-5 academic credible sources. Follow the APA academic citation style for in-text citations and
reference page.
Exams (150 points):
There will be three exams, each worth 50 points. Exams will cover the material from the text and lectures and will not be
cumulative. You must have a legitimate excuse for not attending an examination (e.g., a doctor’s note stating you were ill) or you
WILL receive a zero (be advised, make-up exams are comprised of essay questions only).
Additional Information:
1.
If you require a disability-related accommodation please let me know as soon as possible so that I may assist you in a
timely manner. You should also contact Disabled Student Programs and Services directly to make your requests. You
will be required to provide DSPS with professional verification of your disabling condition(s). DSPS is located in
Student Services Building 123. The phone number is 951-372-7070.
2.
If for any reason you need to leave early please notify me ahead of time so that we can arrange a polite way for you to
leave the classroom. Leaving during a class session can be very disruptive to others.
3.
The use of others' efforts claimed as one's own is considered plagiarism. It is expected that each student will
generate all work for which he/she claims authorship. Ideas of others can be used with due credit given. Cases of
plagiarism or cheating (e.g., copying from another student’s exam, paper, or speech, or allowing another student to
copy from your exam, paper or speech) will constitute an “F” on the assignment.
This table will allow you to track your grade throughout the semester. If you are struggling at any point, please feel free to email
me to get help.
Total Possible
Points
Assignment
Narrative Essay
Children’s Literature Presentation
Gender and Media PPT Presentation
Gender and Education Group Paper
Culture and Gender Group Presentation
Exam 1
Exam 2
Final Exam
Attendance/Participation
TOTAL POINTS
Total Points
Scored
25
20
35
45
55
50
50
50
50
370
Grading:
Grading will be on a straight percentage:
A
B
C
D
F
90-100%
80-89%
70-79%
60-69%
59% or less
333-370 points
296-332 points
259-295 points
222-258 points
221 points or less
A to pass this course, you must
In order
earnBa grade of “C” or better. You
C
need
to earn at least 259 points.
D
F
Tentative Course Schedule
Date:
Topic:
DUE:
2/18
2/23
Welcome
Ch. 1 – The study of communication, gender, and culture
2/25 and 3/2
Ch. 2 – Theoretical approaches to gender development
3/4
3/9
Ch. 5 – Gender verbal communication
Ch. 6 – Gender and nonverbal communication
3/11
3/16
Ch. 6 – Gender and nonverbal communication
**Review/Catch-up**
3/18
3/23
Exam 1 (Ch. 1, 2, 5, 6)
Ch.7 – Becoming Gendered: The early years
**Assign Gender/Education Group Project **
3/25
3/30
Ch.7 – Becoming Gendered: The early years
Ch. 8 – Gendered education
4/1 and 4/6
Ch.10 – Gendered Organizational Communication
4/8
Ch. 11 – Gendered Media
Spring Break 4/13 – 4/18 – NO CLASSES
4/20
**Catch-up Review**
4/22
Exam 2 (Ch. 7, 8, 10, 11)
4/27
Ch. 12 – Gendered Power and Violence
**Assign Culture/Gender Group Presentation**
4/29
5/4
Ch. 12 – Gendered Power and Violence
5/6
Ch. 3 – The rhetorical shaping of gender:
(Women’s movements in the U.S.)
5/11
Ch. 4- The rhetorical shaping of gender:
Men’s movements in the U.S.
Narrative Essay Due
Children’s Lit. Presentation
5/13
5/18
Gender/Edu. Group Paper
Gender/Media PPT Presentation
Gender/Media PPT Presentation
5/20
Ch.9 – Gendered close relationships
5/25 – NO CLASS HOLIDAY
5/27
**Group Work Time / Day**
6/1 and 6/3
Culture/Gender Group
Presentations
Final Exam NORCO schedule
TBA
FINAL EXAM (Ch. 9-12)
 HOPE YOU ENJOY THE CLASS  I LOOK FORWARD TO A CHALLENGING YET EXCITING SEMESTER!