DE/CONSTRUCTING GENDER - 2024/5

Module Overview

Gender is a major consideration in sociological work as a key social division. This module deconstructs societal understandings of gender and explores cultural and social divisions in contemporary society. It also supports students in constructing new models of understanding gender based on contemporary sociological literature. This take account for the complex multi gendered world in which we live. Drawing upon feminist theory throughout, the module contextualize shifts in thinking about gender and student’s gain particular knowledge of intersectionality. Students demonstrate how they can apply such sociological theory to other social divisions that gender intersects with, including race and class. Otherconsiderations include how sex, bodies, and masculinities/femininities impact the ways in which people become gendered. At its core this module is an inclusive and contextually aware meaning student gain particular global and cultural capabilities, as well as the recognition of the importance of sustainability in terms of gender quality.

Module provider

Sociology

Module Leader

HUBBARD Katherine (Sociology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

N/A

Module content

Key themes throughout the module include:

Gendered bodies, going beyond the binary, expressions of gender, intersections of gender and other social divisions and representations of gender.

 

Indicative content:

Doing gender, gendered bodies, feminist theory, intersex, trans and cisgender, the gender binary, the socialization of gender, gender and class, gender and race, masculinities, femininities, sexuality, gender (in)equalities, domestic labour, gender in the workplace, media representations of gender.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to allow students to demonstrate that they have met the learning outcomes through critical engagement with a wide range of scholarly material. In depth written and verbal guidance about the assessment is provided and dedicated class time is allocated to all students.

 

  Thus, the summative assessment for this module consists of:

 

Assessment 1 Article Critique (50%)

This piece of coursework is based on student’s choice of 1 of 3 articles provide in the module and discussed in the seminars. The critique is an evaluation of the chosen article which makes clear the student’s argument about it in regards to the main topic/intersection gender considered.

Attends to Learning Outcomes 1 and 3

 

Assessment 2 Poster (50%)

This piece of coursework is produced under the imagination that students are presenting a poster at a conference. They must select a suitable topic from the module (guidance is provided and verbal feedback about plans is supplied). The poster should incorporate visually appealing imagery alongside text-based written work which outlines a key issue/problem/debate/topic, supplies evidence and draws a convincing conclusion.

Attends to Learning Outcomes 2 and 4

 

  Formative assessment

Across a number of seminars early in the module students are conduct group work where they develop handmade posters related to key articles discussed. These include the articles they can choose from for Assignment 1. Following these sessions, all posters are put online and feedback is written provided to each group. All feedback and posters are visible to all students (meaning all students receive formative feedback even if it is not personal to their own poster development). Feedback is related to a) the content of the poster and its ability to express a clear and strong understanding of the article and it’s evaluation and b) the production of the poster itself, including its visual structure and how it marries with the text content. Each of these therefore correspond to the two assessments and students receive formative written feedback to support their assignments.

 

  Feedback

Students receive verbal feedback through each seminar, and this is especially the case for the poster seminars, where advice is provided during the session. There is also the written formative feedback for the in class posters. Each of the assignments has a dedicated week where students have the opportunity to ask further questions and have a one-to-one discussion with the module leader about their assignment plans.

 

Written feedback for the summative assessments is made via Surreylearn including students mark. Formative feedback is supplied in advance of the deadline for Assignment 1 and all feedback (including cohort level feedback) is supplied in advance of the deadline for Assignment 2.

Module aims

• To evaluate different theoretical perspectives with respect to gender divisions in society
• To develop a critical understanding of the constructions of gender in our particular socio-historical context
• Encourage students to critically engage with their own gendered experiences and expectations

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

 

Develop the knowledge, skills and capabilities of students through interactive and engaging sessions using varied teaching delivery methods, in addition to student reading and classroom activities including peer working.

There will be both lectures and seminar discussions. There is weekly reading and seminar preparation. The module usually includes 1 or two guest lectures so students have the opportunity to learn from a specialist in a relevant sub-field of gender studies. Overall the module utilises diverse teaching approaches and engages students with visual/graphic resources as well as text-based literature.

Seminars and readings are directly related to the assessments and formative feedback supplied via Surreylearn directly corresponds to both assignments.

The module’s teaching and learning strategy aims to enhance students cultural understanding and their digital capabilities as they engage with captured content and produce visual and written work in seminars and for the second assignment.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: SOC2095

Other information

The School of Sociology is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Employability

The second assignment for this module has been deliberately developed to  in order to provide students with a more authentic assessment experience. Here, students will gain experience relevant to many sectors, that is, producing summary and evidence based work in a relatively small space for an audience. This incorporates visual as well as text-based communication skills. Students have to use their initiative and ensure their work retains a professional appearance grounded in academic literature. of report writing, and the assessment is therefore directly applicable to a wide range of sectors.

Digital capabilities

As with all modules there is a level of digital skill and ability that is expected and demonstrated through engagement with the content and learning materials. All teaching materials and key content will be made available in multimedia forms through the Virtual Learning Environment Surreylearn. In addition to this, students are assessed on their ability to use different computer programs to produce their posters in the second assignment. Using digital skills they produce both a visual and written assignment.

Global and cultural capabilities

Content from this module will be specifically looking at wider global and contextual culturally informed understandings of gender studies. Students will therefore be gaining substantial global and cultural knowledges and skill in this area. Upon completion, it is expected students will have become aware and critical of normative approaches and gained a high level of sensitivity to the nuances of gender.

Sustainability

Students will complete this module with social, ethical and contextually aware knowledge. This module has gender inequality (in the broadest and most inclusive use of the term) at its core, aligned with the UN’s gender equality sustainability goal. It also seeks to ensure community sustainability through the knowledge, skills and awareness students will have upon completion of the module, especially evidence in the formatively assessed group-based seminars.

Resourcefulness and resilience

Students will gain a vast range of resources in their learning and will adapt to learning via various methods, including group-based poster production, independent work and gaining academic knowledge via more visual mediums (eg graphic guides). Independent thinking and communication skills are particularly developed in this module. Students will have to become confident in being assessed for visual as well as written work and gain skills in this area.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.