COURSE CODE: COURSE TITLE:

MODULE CODE: EMA TITLE MODULE: GENDER STUDIES IN EDUCATION

414 GGGGGGGGEGENDER STUDIES

NUMBER OF CONTACT HOURS: 3 HOURS PER WEEK

CREDITS: 3

DISCIPLINE: HR&OD

MODULE FACILITATOR: EMAIL: lmpelga@idmbls.ac.bw

LORATO L. MPELEGA

ROOM NUMBER: TEL: 72647590

CONSULTATION HOURS: DAY AND TIME Available via phone or email

Module Description

The course examines contemporary gender relation in societies, in everyday lives, the
school, the workplace, and the home. To what extent can we explain these relations
in terms of women's and men's choices and to what extent in terms of masculinities
and femininities, laws and institutions, and the distribution of power and resources in
societies? The ways that ethnicity, 'race' and class modify and give meaning to
gender debates in Botswana and international context will also be a central concern.

Learning Outcomes

Upon Completion of this module, the participant will be able to:

• Demonstrate knowledge of terms in Gender studies ( gender lenses, gender

typing socialization, inequality, gender role, gender relations, gender-based

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 violence, economic discrimination, stereotypes,
• Differentiate Sex, gender and sexuality
• Debate on Historical background on Gender issues
• Discuss Gender socialization by different theorist, parents and at school
• Analyze gender equality in Education ( access, learning process, Outcomes
e.t.c
• Critically analyze gender issues in Education ( discrimination in subject choice,
text books, practical subjects , management/leadership
• Discuss issues of sexual harassment for female and male
• Discuss Gender Theories ( masculinity and femininity )
• Debate on Laws and policies institutions surrounding gender
• Implication for Management in educational settings

Module Content:

Unit 1: Introduction to Gender terminology

1.1 Gender terms

1.2 Difference between gender, sex & sexuality

Unit 2: Historical background on Gender issues

2.1 Origins of Patriarchy

2.2 Origins of Matriarchy

2.3 Women as a minority

Unit 3: Gender Socialization Theories

3.1 What is Gender Socialization?

3.2 Social Learning Theory (Bandura 1986)

3.3 Kohlberg's cognitive-developmental theory of Gender typing

3.4 Socialization by parents and school

Unit 4: Gender Equality and intervention in Education

4.1 Equality of Access

4.2 Equality in the Learning Process

4.3 Equality of Educational Outcomes

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4.4 Equality of External Results

Unit 5: Mapping out Gender Theories

5.1 The concept Masculinity

5.2 The concept Feminism

Unit 6: Laws and Policies surrounding Gender Issues

6.1 CEDAW

6.2 Violence against Women

6.3 Gender Equality in SADC.

6.4 African Gender and Development Index

Unit 7: Sexual Harassment in the workplace

7.1 What is sexual harassment?

7.2 Indicators of sexual Harassment

7.3 Effects of sexual Harassment

Teaching and Learning Activities
Mode of delivery
 Lecture
 Discussions
 Debate
 Research

Module Assessment
Type of Assessments
 Weighting CA 40% EX 60%

 Assessment Feedback

Module Policy
 Assessment
o Meeting Submission Deadlines and Penalties
 Eligibility for Examinations

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  Class Attendance
 Students Rights
 Academic Honesty
o Plagiarism and penalties
o Copying

Referencing Style APA

Prescribed Readings
Recommended Reading
Bandura, A. (1986) Social foundations of thought and action: A social cognitive theory,
Englewood Cliffs (NJ), Prentice-Hall.
Bradbard, M. R., Martin, C. L., Endsley, R. C. and Halverson, C. F. (1986) ‘Influence of sex
stereotypes on children’s exploration and memory: A competence versus performance
distinction’, Developmental Psychology, 22, pp. 481–6.
Bussey, K. and Bandura, A. (1992) ‘Self-regulatory mechanisms governing gender
development’, Child Development, 63, pp. 1236–50.
Bussey, K. and Bandura, A. (1999) ‘Social cognitive theory of gender development and
differentiation’, Psychological Review, 106, pp. 676–713.
Huston, A. C. (1983) ‘Sex-typing’, in Hetherington, E. M. (ed.) Handbook of child psychology:
Socialization, personality, and social development (Vol. 4), New York, Wiley.
Kohlberg, L. (1966) ‘A cognitive-developmental analysis of children’s sex-role concepts and
attitudes’, in E. Maccoby (ed.) The development of sex differences, London, Tavistock.
Liben, L. S. and Signorella, M. L. (1993) ‘Gender-schematic processing in children: The role
of initial interpretations of stimuli’, Developmental Psychology, 29, pp. 141–9.
Martin, C. L. (1989) ‘Children’s use of gender-related information in making social judgments’,
Developmental Psychology, 25, pp. 80–8.
Martin, C. L. and Halverson, C. F. (1981) ‘A schematic processing model of sex typing and
stereotyping in children’, Child Development, 52, pp. 1119–34.
Martin, C. L. and Halverson, C. F. (1983) ‘The effects of sex-typing schemas on young
children’s memory’, Child Development, 54, pp. 563–74.
Martin, C. L., Ruble, D. N. and Szkrybalo, J. (2002) ‘Cognitive theories of early gender
development’, Psychological Bulletin, 128, pp. 903–33.
Mischel, W. (1966) ‘A social-learning view of sex differences in behavior’, in E. Maccoby (ed.)
The development of sex differences, London, Tavistock.Ruble, D. N., & Martin, C. L. (1998).
Gender development. In N. Eisenberg (Ed.), Handbook of child psychology: Social,
emotional, and personality development (Vol. 3, pp. 933-1016). New York: Wiley.
Slaby, R. G. and Frey, K. S. (1975) ‘Development of gender constancy and selective attention
to same-sex models’ Child Development, 46, pp. 849–56.