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- Sociology
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COURSE INTRODUCTION AND APPLICATION INFORMATION
soc.ieu.edu.tr
| Course Name | |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| Fall/Spring |
| Prerequisites | None | |||||
| Course Language | ||||||
| Course Type | Elective | |||||
| Course Level | - | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionQ&A | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description |
|
| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Required Materials |
| 1 | Presentation and overview of the course | |
| 2 | Thinking About Gender | Judith Lorber, “The Social Construction of Gender”, in RG (112 119)Martha McCaughey, Caveman “Masculinity: Finding Manhood in Evolutionary Science” in GSR |
| 3 | Critiques of the Sex Roles Model | Judith Lorber, “Men as Women and Women as Men: Disrupting Gender” , in GSR Cofer, Judith Ortiz, “The Myth of the Latin Woman: I Just Met a Girl Named Maria” in RG Jack Sawyer, “On Male Liberation”, in FM |
| 4 | The Social Construction of Masculinity | Emmanuel Reynaud, “Holy Virility: The Social Construction of Masculinity” in FM; Michael S Kimmel, “Masculinity as Homophobia” in RG; Messner, “Boyhood, Organized Sports, and the Construction of Masculinities” in RG |
| 5 | Psychology of Sex Roles | Janet Sibley Hyde ,”The Gender Similarities Hypothesis” in GSR Peggy C. Giordano, Monica A. Longmore, and Wendy D. Manning, “Gender and the Meanings of Adolescent Romantic Relationships: A Focus on Boys” in GSR |
| 6 | Midterm | |
| 7 | Gendered Family | Rubin, Lillian B., “The Transformation of Family Life” in RG Collins, Patricia Hill, “Bloodmothers, othermothers, and women centered network”s in RG Gerson, Kathleen, “No Man’s Land: Men’s Changing Commitments to Family and Work” in RG |
| 8 | Gendered Work Life | Albelda, Randy and Tilly, Chris, It’s A Family Affair:” Women, Poverty, and Welfare” in RG Kristen Schilt and Matthew Wiswall, “Before and After: Gender Transitions, Human Capital, and Workplace Experiences” in GSR |
| 9 | Gendered Media | Jane D. Brown and Carol J. Pardun, “Little in Common: Racial and Gender Differences in Adolescents’ Television Diets”” in GSR Ronald Weitzer and Charis E. Kubrin, “Misogyny in Rap Music: A Content Analysis of Prevalence and Meanings” in GSR |
| 10 | Gendered Body | Saltzberg, Elaine A. And Chrisler, Joan C.,” Beauty is the Beast: Psychological Effects of the Pursuit of the Perfect Female Body” in RG Susan Bordo, “The Body and the Reproduction of Femininity” in GSR |
| 11 | Gendered Intimacies | Stoltenberg, Jon, “How Men Have (a) Sex” in RG Sabo, Don,” The Myth of the Sexual Athlete” in RG Robert Jensen, “Using Pornography” in RG Beth A. Quinn, “Sexual Harassment and Masculinity: The Power and Meaning of “Girl Watching”” in GSR |
| 12 | Gendered Classroom | Diane Reay, “ “Spice Girls,” “Nice Girls,” “Girlies,” and “Tomboys”: Gender Discourses, Girls’ Cultures, and Femininities in the Primary Classroom” in GSR; Wayne Martino, “”Cool Boys,” “Party Animals,” “Squid,” and “Poofters”: Interrogating the Dynamics and Politics of Adolescent Masculinities in School” in GSR |
| 13 | Gender of Violence | Kaye/Kantrowitz, Melanie, “Women, Violence and Resistance” in RG Carol Cohn, Wars, Wimps and Women: “Talking Gender and Thinking War” in GSR Russell P. Dobash, R. Emerson Dobash, Margo Wilson, and Martin Daly, “The Myth of Sexual Symmetry in Marital Violence” inGSR |
| 14 | Presentations | |
| 15 | Presentations | |
| 16 | Final |
| Course Notes/Textbooks | Disch, Estelle. (ed.) 2003. Reconstructing Gender: A Multicultural Anthology, RG, Boston: McGrawHill Humanities Michael Kimmel and Amy Aronson, (ed.) 2010, The Gendered Society Reader, GSR, Fourth Edition, Oxford: Oxford University Press |
| Suggested Readings/Materials | Additional readings will be assigned during the semester. |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | 2 | 30 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 60 | |
| Weighting of End-of-Semester Activities on the Final Grade | 40 | |
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 16 | 3 | |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | |||
| Presentation / Jury | 2 | 12 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 10 | |
| Final Exams | 1 | 20 | |
| Total | 150 |
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to scientifically examine concepts and ideas in the field of sociology; to be able to interpret and evaluate data. | X | ||||
| 2 | To be able to define classical and contemporary theories in sociology; to be able to identify the differences and similarities among those theories and to be able to evaluate them. | X | ||||
| 3 | To be able to critically use the knowledge acquired in the field of sociology | X | ||||
| 4 | To be able to plan and conduct, individually or as a member of a team, an entire sociological research process with the knowledge of methodological requirements of the field. | |||||
| 5 | To be able to identify and evaluate local, regional and global issues and problems. | X | ||||
| 6 | To be able to share their ideas and solutions supplemented by qualitative and quantitative data in written and oral forms. | |||||
| 7 | To be able to make use of other disciplines related to sociology and to have core knowledge related to those disciplines. | X | ||||
| 8 | To be able to follow developments in sociology and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale,” Level B1) | X | ||||
| 9 | To be able to use computer software required by the discipline and to possess advancedlevel computing and IT skills. (“European Computer Driving Licence”, Advanced Level) | X | ||||
| 10 | To be able to use a second foreign language at the intermediate level. | |||||
| 11 | To have social and scholarly values and ethical principles during the collection and interpretation of data for implementation, publication, dissemination, and maintenance | X | ||||
| 12 | To acquire life long learning abilities that will enable the socially responsible application of knowledge based on their field of study to their professional and everyday lives. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest