EDUC 165 Sex Role Stereotyping in American Education

Spring 2016

Kate Raines Saturday 9:00 – 5:00

kate.raines@gmail.com ARC 3006
Office: Alpine Hall 119 Office Hours:Saturday 12:30 – 1:30
916-278-5525 and as scheduled

This is an Advance Study, Area E General Education course. Students must have upper division status and have passed satisfactorily
the Writing Proficiency exam before enrolling is a requirement of all Intensive Writing courses.

EDUC 165 meets the Race & Ethnicity, Intensive Writing Intensive, and Area E upper division requirements for CSUS.

EDUC 165 is designed to help meet Standard 5(d) of the California State Standards of Quality and Effectiveness for the Professional
Teacher Preparation Programs (2001). Standard 5(d) states that a course, such as EDUC 165, will provide ongoing opportunities for
each student to systematically examine her/his stated and implied beliefs, attitudes and expectations related to gender, and to apply
pedagogical practices that create gender-fair learning environments.

EDUC 165 is also an Education course that is cross-listed with Women’s Studies. To be cross-listed, the course must meet the
Women’s Studies criteria that it be primarily focused on women and be taught from a feminist perspective. It will, therefore, conform to
the required criteria and, as many Women’s Studies courses do, include material that indicates how the lives of men are limited by
sexism too.

Course Overview:

This course is designed to introduce students to the educational problems and practices resulting from societal gender role
stereotyping. While we focus on schools, it will be important to examine other institutions in our society that supports gender
stereotyping both to understand the problem fully, and to understand the many dimensions of its solution.

Course Objectives:

It is the goal of this course to teach students to examine and create ways through the study of historic data and acquisition of skills that
will enhance an understanding of gender bias and sex-role stereotyping. It is hoped that students will be able to recognize and critically
examine the development of the individual as an integrated physiological, psychological, and social being in regards to gender
development. Students will:

a. Identify sex-role stereotyping in the classrooms and in the media which students are exposed.
b. Analyze textbooks and other educational media for sex-role stereotyping.
c. Examine the effects of sex-role stereotyping in education in the U.S.
d. Discuss and evaluate evidence relative to innate sex differences.
e. Examine ways of minimizing sex-role stereotyping.
f. Identify and discuss legal requirements affecting school policies in the area of sex-role stereotyping.
g. Evaluate possible effects of changing sex-role identifications.
h. Examine the relationship between culture and gender roles

Course Requirements:

Reading of text and handouts when due

Participation in class discussions
Completion of in-class assignments
Class attendance
Participation in Group Project
Completion of four class assignments
Completion of three essays, 1,000 word minimum, written in APA format
Two exams

Required Readings:

1. EDUC 165 Reader – Simply Brilliant Press -- Phone: 641-5535 -- 552 Fulton Avenue, Sacramento, CA 95825
(located in Lohmann's Plaza behind Chipotle).
2. Behind the Pay Gap, AAUW Report– available FREE online at http://www.aauw.org/files/2013/02/Behind-the-Pay-
Gap.pdf
3. Where the Girls Are, AAUW Report - available FREE online at
http://www.aauw.org/files/2013/02/Where-the-Girls-Are-The-Facts-About-Gender-Equity-in-Education.pdf
Attendance Requirement:

EDUC 165 on Saturdays is a condensed format. It is expected that you attend all six classes. Plan accordingly
for the semester as special events, illnesses and most “emergencies” will not be excused absences and there
is no “extra credit” to augment points. If you miss more than a half day, your grade will drop by one grade for
every hour missed thereafter. You will be required to make up class time in other EDUC 165 sections. I am
totally serious about this – be forewarned!

Grading:

Essays 100 points x 3 = 300 points

Assignments 25 points x 4 = 100
Exams 50 points x 2 = 100
Class participation & attendance = 100
Presentation = 100

640 – 700 = A to A-
580 – 639 = B+ to B-
520 – 579 = C+ to C-
460 – 519 = D+ to D-

Plagiarism

The CSUS Standard of Conduct regarding academic dishonesty will be employed if students work is
plagiarized. You will be dropped from this class and you can be expelled from school. It is important to provide
accurate citations in your written work. *Please note, given today’s technology, it is very easy to detect
when you are plagiarizing. Don’t do it as I am mandated to report all incidents!

Essay Requirements:

Each essay is required to be a minimum of 1,000 words and will be graded on content and form. All essays
are to be typed in APA form with 12 point Times New Roman font, one inch margins, double spaced and have
a reference page. Good syntax (the arrangement of words and phrases to create well-formed sentences) will
dramatically increase your grade, no matter the topic! Essays will be dropped one grade for every week they
are late.

Essay 1: To be submitted online 2/20

Find a central essay topic based on gender socialization. Your paper must provide an analysis of your
topic as it relates to gender. You are required to have a minimum of eight quotes or paraphrases from the
following articles in your Reader to support your essay: Capitalistic Industrial Society, Gender-Role
Socialization, The Social Construction of Gender, Theoretical Approaches to Gender Development and The
Media as an Agent of Gender Development. You cannot have more than two quotes per article. You may also
use additional articles from the Reader or other academic sources. A list of topics will be generated in class.
Further details will transpire.

Essay 2: To be submitted online 3/19

Write an essay focusing on female gender bias in education. Your paper must provide an analysis of
your topic as it relates to gender. You are required to use Examining Gender and Classroom Teaching
Practices, Three Perspectives on Curriculum and Teachers, Students, and Title IX: A Promise of Fairness from
the Reader, as well as two additional academic sources. You are to have a minimum of two quotes (or
paraphrases) from each article in your paper (properly cited), for a minimum total of ten citations in your essay.
You can elect to access the Reader for your additional two articles or use outside academic sources. A list of
topics will be generated in class. Further details will transpire.
Essay 3 & Group Presentation: Essay to be submitted 5/14

As a group, you will research topics related to gender. It will be an opportunity for you to investigate a social
problem in which gender roles and norms, stereotyping, sexism and/or racism have directly contributed. You
will then present your findings in a group. Your 45ish minute presentation is to provide an analysis of your
social topic as it relates to gender, identify the social contributors to your problem, and detail any progress
made in regards to the issue. This is not to be a mini history report but rather an exposition on gender-related
implications. You will meet with your group in-class regularly which will assist in shaping your themes for the
presentation as well as your individual essay. A list of appropriate topics will be generated in class.

Each group must:

1. Research: You should review current literature dealing with the topic you have chosen.
2. Investigate: Once you get a clear picture of your theme, your group should formulate a cohesive,
dynamic presentation highlighting your theme with specific support from your essays.
3. Present: Present your findings in class sans PowerPoint, Prezi, et al. Alternative formats including
speakers, games, quizzes, activities, etc. are strongly recommended as presentation tools.

Your individual essay will detail whatever aspect you are presenting in your group. Four academic sources to
be utilized for this essay with additional blogs and other online sources welcomed. You are to have a minimum
total of six properly cited quotes (or paraphrases) in your essay. You will be graded individually on your group
presentation (up to100 points) as well as your essay. Further details to transpire.

Assignment Requirements:

While class assignments are more casual in nature, it is expected that an academic effort will be made relative
to syntax, spelling/grammar, creativity and intent. You will receive a handout detailing each of these class
assignments.

Assignment 1: Gender Bias Scavenger Hunt

Assignment 2: Media Reaction

Assignment 3: Textbook Review

Assignment 4: Video/Computer Review

Midterm: In-class, essay format with ample tools to be prepared; covers first half of Reader as well
as class lectures. I do not provide my PowerPoints; taking notes will be prudent.

Final: In-class, essay format, covering the second half of Reader, class lectures.
 EDUC 165/Sex-Role Stereotyping in American Education
Tentative Schedule

Day _Topic ________Reading Due____________________

1/30 Historical Progression - Capital Industrial Society

of Gender Economic Split - Strong Women Teachers

Assignment Due: Scavenger Hunt

2/13 Gender Role Socialization - Women: the Oppressed Majority

- Gender-Role Socialization: Lessons in
Femininity
- Parental Communication About Gender
- The Social Construction of Gender
- Theoretical Approaches to Gender Development
- The Media as an Agent of Gender Development
- Raising and Loving Boys
- The Myth of “The Boy Crisis”
- A New Vision of Masculinity

Assignment Due: Media Reaction

________________________________________________________________________________

2/20 Essay 1 due online

2/27 Impact of Sex-Role - Examining Gender and Classroom Teaching…

Stereotyping in School
- Who Says a Woman Can’t Be Einstein
- Three Perspectives on Curriculum
- Teachers, Students, and Title IX
- Crossing the Line: Sexual Harassment…
- The Effects of Gender on Bullying…
- What Educators Need to Know About the Law
- Define Bullying Down

Assignment Due: Textbook Review

________________________________________________________________________________

3/12 Occupational Realities - Why Women Still Can’t Have it All

- Work, Family, and Black Women’s Oppression
- Behind the Pay Gap, AAUW Report online
- Where the Girls Are, AAUW Report online
- Talk in the Relationship: His and Hers
- The Male Privilege Checklist

Midterm
__________________________________________________________________________________________

3/19 Essay 2 due online

_______________________________________________________________________________________

4/23 Intersectional Feminism - Perceptions and Experiences of Black Girls…

Responses to Feminism
- Why Black Girls Don’t Matter (provided)
- Women of Color Facing Feminism (provided)
- Being Lovingly, Knowingly Ignorant: ...(provided)
- From Pedestals to Partners: Men’s Responses…
- Don’t Be Happy – Worry
- Marriage by the Numbers

Assignment Due: Video/Computer Review

________________________________________________________________________________

5/7 “That’s All She Wrote” - Readings TBA

Final
Group Presentations

5/14 Essay 3 due online

________________________________________________________________________________
EDUC 165 essay grading rubric
Review this checklist before turning in your essay. Please staple it to the back of your essay.

√An A essay with advanced writing skills has the following characteristics re. substance:

The introductory paragraph…

____ 1. Has an inviting opening, drawing us into the essay.

____ 2. Introduces the topic briefly but with enough background to provide context.

____ 3. Provides a clear thesis statement with an idea to be developed related to the assigned topic (not a simple
fact).

_____ 4. Introduces the topics for the essay in a subtle way (not “In this essay I will tell you…”

In your supporting paragraphs, you…

____ 5. Logically organize your information and fully develop the thesis

____ 6. Have strong transition-topic sentences that move your reader from the last sub-topic and set up the sub-
topic clearly for the next paragraph.

____ 7. Have logical, specific and substantial information/evidence to support and “prove true the claims

_____ 8. Set up and follow up quotations or paraphrase sources informatively.

____ 9. Cite sources and write quotations correctly

____ 10. Have concluding sentences (that don’t introduce the next topic!).

The concluding paragraph…

____ 11. Reminds us of the key points in the essay without being repetitive or starting a new sub-topic.

____ 12. Leaves us with a general lesson learned on the topic.

Overall, the essay…

_____ 13. Responds to every aspect of the assigned topic with good research and analysis

√ An A essay has the following characteristics re. style:

____ 14. Uses APA style accurately to cite sources both in text and in the reference list.

____ 15. Has at least 5 scholarly sources (from course & independently researched) listed in References and cited in
text.

____ 16. Has few errors regarding typos, titles, spelling, punctuation, capitalization, usage and grammar (especially
no fragments and run-together sentences).

____ 17. Uses language in clear, concise, creative and sophisticated ways, incorporating the author’s voice.