**Syllabus is Subject to Change**
Soc 4: Sociology of Women and Men
Spring 2010
Meeting time: M/W 12:50AM – 2:10 PM
Location: SS110
Instructor: Dr. Robin Kreider
Phone: 848 - 4862
Email: rkreider@gavilan.edu
Website: http://hhh.gavilan.edu/rkreider/
Office: PH 108 (near math lab and MESA)
Office Hours: M/W 11am - 12:30 & Tu 1-2 pm or by appointment
"I myself have never been able to find out what feminism is; I only know that people call me a feminist
whenever I express sentiments that differentiate me from a doormat or a prostitute.” - Rebecca West
Course Description: This course focuses on the sociological study of gender as a basic organizing
principle of social life. Gender is fundamental to how we define ourselves as individuals as well as how
society is structured and organized. In this class we examine how gender is socially constructed and how
these constructions affect self identity, interpersonal interactions, social institutions, and inequality in
society. Gender is among several constructs of difference that pattern the lives of individuals, therefore we
will examine the intersections of gender, race, class, and sexuality over the semester.
Prerequisites: Students in my previous courses have commented that my classes are challenging, but
worth the effort. If you do your part, this will be one of the best courses you will ever take as a college
student There are no prerequisites for this course, however this course is a transfer-level course and I have
the same expectations of students in this class that I would have of students at a CSU or UC. There is a
respectable amount of reading and writing in this course as well as a high level of critical and analytical
thinking and writing expected. This course will not require you to ‘memorize’ things, but to engage with
the material, analysis it, and critically reflect on yourself, society, and others. This class is a “theorybased” course, which means that we will investigate society through theory as well as research.
Understanding theory, investigating it, and applying it takes critical and analytical thinking skills. This
course will help you develop these skills, but previous instruction in sociological theory and analysis is
strongly recommended.
Course Objectives & Learning Outcomes:
 Understand how our experiences as men and women are connected to assumptions about gender
and to identify and analyze the dynamics of interaction between culture and personality formation
 Gain insight into the importance of gender as an organizing principle of social life
 Demonstrate how sex role expectations affect personal life
 Describe and assess the influence of subcultures on various groups of American women and men
 Examine and critically appraise future roles open to women and men in American society
Required Books and Materials: The following books are available at the campus store and most Internet
booksellers (*be sure to get the correct edition if you buy on the Internet*).
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The Gendered Society Michael S. Kimmel 3rd or 4th Ed. (GS in the course calendar)
Course packet of photocopied readings on reserve at the library (CR in the course calendar)
One pack of 3x5 inch LINED index cards
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**Syllabus is Subject to Change**
Readings: Readings are assigned to prepare you for the upcoming lectures and discussion section. It is
your responsibility to do the assigned readings on your own BEFORE class so you are familiar with
the topics and issues being discussed. All lectures and in-class activities will be based on the
assumption that students have completed the readings assigned up to that date.
Course Requirements: **You must complete ALL of the following assignments to pass the class**
 Two exams (30% of grade): Midterm and a Final Exam

Mini Research Projects & Papers (30% of grade): Over the course of the semester you will
engage in three small research projects exploring gender. Each research project will be worth 10% of
your final grade and will require a 3-4 page paper and a short class presentation/discussion. The
guidelines for these research projects will be passed out in class.

Homework Assignments (20% of grade)– Homework is assigned four times over the semester
and is worth 50 points each.

Leading Class Discussion (10% of grade): Once during the semester you will lead a discussion of
one or more readings assigned for the week. This discussion should include a creative, interactive,
and engaging response to the reading(s) and two discussion questions for the class to consider. You
will be graded on comprehension and creativity. You will be provided with a sign up sheet for the
week of your choice at the beginning of the semester.

Class Participation (10% of grade) – This class is highly interactive. Your regular attendance,
preparation, and active participation in the course is required and expected. One way I will measure
your participation in the class is through “Active Reflection Index Cards.” Over the course of the
semester you are expected to hand in 10 index cards with a question or comment about the topics of
the current week or previous weeks. I will use these questions/comments to start class discussion and
clarify concept, theories, and readings. The purpose of these index cards is for me to assess how well
you are keeping up with the readings, your understanding the readings and other course material, and
an anonymous way for you to ask questions or make comments. Each index card is worth between 010 points depending on the quality of the question/comment. **You can earn extra credit point for
each index card over 10 that you hand in, up to 10 extra index cards**
On each index card you need to put:
1. Your full name
2. A question or comment
3. Reference to readings from class
Grades for the course will be determined as follows: I do not grade on a curve. I am happy to give
everyone an A if everyone does A-quality work.
A: 100- 95.0%
A-: 94.9 – 90%
B+: 89.9 – 88.0%
B: 87.9% - 84%
B-: 83.9% - 80%
C+: 79.9 – 78.0%
C: 77.9% - 74%
C-: 73.9% - 70%
D+: 69.9 – 68.0%
D: 67.9% - 60%
F: 59.9% and below…
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**Syllabus is Subject to Change**
Policy on Due Dates:
 Papers and assignments are due IN THE FIRST TEN MINUTES OF CLASS on the date
indicated in the syllabus or on the assignment handout. It is the student’s responsibility to be
aware of these dates. For each calendar day an assignment/paper is late the student will lose
one full letter grade from the grade assigned to the student’s work. No late assignments/papers
will be accepted after three days.
 No make-ups exams allowed.
Important Dates to Know:
 Feb 9th Last day to ADD a class
 Feb 17th Last day to DROP a class with a
refund
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March 4th NRS deadline
April 28th Last day to drop with a “W”
May 24-28 Final Exams
Student Responsibilities:
 Course Etiquette: The success of a large class depends on everyone’s cooperation. Actions such
as arriving late, leaving class early, talking to friends, making/receiving phone calls, and reading
newspapers or other non-course materials are disruptive, distracting, and unacceptable. Do not
shuffle papers or pack up your things until I have dismissed the class – it is extremely rude and will
not be tolerated. Students should let the instructor know if they are having difficulties reaching class
on time or if they need to leave class early. Cell phones, pda’s, iPod’s and other electronic
equipment are not allowed in class at any time. Course grades will be affected if students persist in
disruptive activities without an explanation. Students will be asked to leave the classroom if their
behavior disturbs others.
o NOTE: Students will be required to leave class under the following circumstances:
Arriving late, talking on or texting on cell phones, sleeping, or doing homework for other
classes.
 Attendance and Participation: “Eighty percent of success is showing up.” - Woody Allen
While attendance will not count for 80% of your grade, it will be difficult to be successful in this class
without regular attendance and participation. Attendance will be taken at each class meeting and
engaged participation is expected during all class meetings. If you are absent it is your responsibility to
contact the instructor for any missed assignments or announcements.
 As a participant in the course, you are expected to respect the ideas and opinions of other
students even if you do not agree with them. Intimidating other students in class will not be
accepted. Opinions and class debates are encouraged, but I ask that students provide well
informed arguments preferably related to class materials (by doing this we avoid getting into
debates based solely on emotion). Also, please be advised that there is no universal way of life,
so that your way of thinking about the issues we discuss in class does not necessarily speak for
the experiences of all others. In other words, please respect people’s varied life experiences.
*I reserve the right (but not obligation) to drop students with more than four consecutive or six
cumulative unexcused absences or incidents of tardiness.* However, if you decide to drop the course it
YOUR responsibility to take the necessary actions to drop the course.
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**Syllabus is Subject to Change**

Academic Integrity: You are responsible for your own work. If you are questioning whether you
have documented or cited your sources properly, it is your responsibility to see me about these issues
prior to submitting an assignment. If you find yourself thinking about submitting work that is not your
own due to pressure, frustration, or any other reason, please talk with me. I am here to help you
resolve these issues before they could negatively affect your academic career. Misrepresenting your
work will not be tolerated in this class. Students are expected to exercise academic honesty and
integrity. Violations such as cheating and plagiarism will result in an F for the assignment and further
disciplinary action which may include recommendation for dismissal.

Special Needs: Students requiring special services or arrangements because of hearing, visual, or
other disability should contact their instructor, counselor, and the Disabled Student Services Office. If
you have any temporary or long-term special needs (academic, physical, personal) please contact me
during my office hours or after class. Do not wait till the last minute to inform me of a problem, as it
will be more difficult personal situation occurs let me know as soon as possible. I am supportive and
understanding of most situations (I respect your right to privacy, so details are not a requirement to
find a way to work it out.)
Course Schedule
DATE
TOPIC
2/3
Introductions: Looking at
Gender
2/8
How do we study gender ?
Week Two
Chapter One, Human Beings: An Endangered
Species (GS)
2/10
The Gendered Society:
Intersections of Power and
Difference
“White Privilege and Male Privilege” by Peggy
McIntosh (CR)
http://www.nymbp.org/reference/WhitePrivilege.pdf
Week Three
2/15
No Class - Holiday
2/17
Understanding Gender:
What does it mean to be a
man or a woman?
2/22
Only two genders?
Film: Southern Comfort
2/24
The Social Construction of
Gender
3/1
Constructing Gender:
Doing Gender
3/3
Holiday Rituals:
Constructing Gender
3/8
Gender Socialization and
Gender Roles: Learning to
be a Girl or a Boy
READINGS DUE
Week One
ASSIGNMENT DUE
Homework #1: Am I a
Feminist?
Chapter Two, Ordained by Nature (GS)
Week Four
The Medical Construction of Gender by Suzanne
Kessler (CR)
Chapter Three, Spanning the World (GS)
Week Five
Chapter Five: The Social Construction of Gender
Relations (GS)
Research Project #1:
Valentine’s Day & Gender
Relations
Week Six
Chapter Seven, The Gendered Classroom (GS)
“The Gender Conundrum” (CR)
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**Syllabus is Subject to Change**
http://www.time.com/time/magazine/article/0,9171,1
682256,00.html
3/10
Film: Still Killing Us Softly
3/15
Gendered Sexualities Film:
Chasing Amy
Gendered Sexualities
Film: Chasing Amy
3/17
3/22
3/24
Gendered Bodies
Film Clips: Private Dick
and Vagina Monologues
Gendered Bodies:
Gendered Power
3/29
Sexual Politics: Slut!
3/31
Gendered Emotion
4/12
Gendered Friendships
4/14
Gendered Marriage &
Family
Film: I Love Lucy “Job
Switching
4/19
The Gendered Family:
Present and Future
Film: We Are Dad
His Family, Her Family
4/21
4/26
The Gendered Economy
4/28
Gender, Globalization,
and Work: Gendered
Jobs
5/3
Gender in the Workplace
Chapter 9: The Gendered Media (GS)
Week Seven
“Slut! Insult of Insults” Tanenbaum, Leora (CR
Take home Midterm Exam
Week Eight
Chapter Ten, The Gendered Body (GS)
Steinem, Gloria “If Men Could Menstruate” (CR)
http://www.haverford.edu/psych/ddavis/p109g/steine
m.menstruate.html
Week Nine
Research Project #2: The
Sexual Politics of
Language – Slut!
Chapter Nine, Gendered Intimacies: Friendship and
Love (GS)
4/5 – 4/9 Spring Break
Week Ten
Odd Girl Out Introduction (CR)
Homework #2: His & Her
Friendships
Chapter Six, The Gendered Family (GS)
Week Eleven
“Queer Parenting in the New Millennium” by Nancy
Naples (CR)
“He’s Happier, She’s Less So” (CR)
http://www.nytimes.com/2007/09/26/business/26leo
nhardt.html?pagewanted=all
Homework #3:
Household Division of
Labor
“What Shamu Taught Me About a Happy Marriage”
(CR)
http://www.nytimes.com/2006/06/25/fashion/25love.h
tml
Week Twelve
Chapter Eight, Separate and Unequal (GS)
“Sex Segregation in the U.S. Labor Force” by
Christine E. Bose and Rachel Bridges Whaley (CR)
“The Globe Trotting Sneaker” by Cynthia Enloe
(CR)
“ Love and Gold” Arlie Hochschild (CR)
Week Thirteen
Washington Post article 7/13/06 “Male Scientist
Writes of Life as Female Scientist” (CR)
http://www.washingtonpost.com/wpdyn/content/article/2006/07/12/AR2006071201883.h
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**Syllabus is Subject to Change**
tml
5/5
Navigating the Gendered
Economy
5/10
Gender, Violence, and
Power
5/12
Masculinity and Violence
Film Clips: Tough Guise
5/17
Sexual Terrorism
Film: Rape in the Congo
5/19
Is A Degendered Society
Possible (or desirable)?
5/24
Final Exam @ 10:30-12:30
Research Project #3
Navigating the Gendered
Economy
Week Fourteen
Chapter Eleven, The Gender of Violence (GS)
Week Fifteen
Homework #4: Gendered
Violence in Santa Clara
County
Epilogue, A Degendered Society? (GS)
Week Sixteen
Final Exam
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