Sociology of Gender (SOC 315L/01)
Dr. Jon P. Bloch (pronounced "Block")
E-mail: Blochj1@southernct.edu
T 5:00-7:30 PM  PM, EN C 138		 Web Page: http://home.southernct.edu/~blochj1
Office: EN C023 B
Office Hrs: T 4:30-7:30 PM,
W 4:00-5:00 PM, R 12:00-2:00 PM (and by appointment)

COURSE SYLLABUS

Welcome to Sociology of Gender. In this course, you will be asked to develop skills in critical thinking—the ability to look at something from more than one perspective. To accomplish this, you will be asked to master and apply contrasting sociological ideas pertaining to gender, and to be conversant in empirical studies on these same topics. In so doing, it is hope you will be able to apply course materials to gender issues in your daily life, as well as to society at large.

Catalog Description: Overview of women’s and men’s roles in society. Sociological perspectives and data on gender role formation, interaction, conflict, and change across social institutions. Theoretical insights on gender from a wide range of perspectives. Prerequisites: SOC 100, plus 3 additional credits in sociology. 3 credits.

Sociology Program Goals:

1) Students will conceptualize and frame personal, work-related, and/or social issues from the perspective of sociology.
2) Students will collect, analyze and interpret data relevant to personal, work-related and/or social issues from the perspective of sociology.
3) Students will identify the value of pro-active citizenship in the form of community/university service, and/or professional activities.
4) Students will recognize and appreciate human difference on the basis of social class, race/ethnicity, gender and sexual orientation, and the skills to apply their understanding in diverse social contexts.
We will pursue this material in a manner consistent with the goals of the National Council for Accreditation of Teacher Education (NCATE), as elaborated through the principals of SAILS (Scholarship, Attitudes and Dispositions, Integrity, Leadership, and Service). In so doing, we will be preparing you for your capstone experience as a sociology major, in which you will pursue either an internship, senior seminar or sociology honors.
Learning Objective Outcome Measures
Students can distinguish between major sociological theories and concepts pertaining to gender Objective items, class participation
Students can cite key findings of empirical studies on the sociology of gender Objective items, class participation
Students can apply this information to key social issues and/or their daily lives Objective items, PowerPoint presentation, class participation
Students can apply this information to problem- based, writing intensive assignments that emphasize critical thinking Writing assignments
Students can demonstrate state-of-the-art computer technology skills Final project

How to learn the most in this course: By virtue of its title, this is a course in the sociology of gender. The course is not called, “What is Your Opinion About Gender?” If a course merely provides the opportunity to restate what you already believe to be true, you are not learning anything. To truly grasp the course material, it is strongly advised that you remember the following:

1. Be open-minded to new ideas. Sometimes students think, “I’m already a woman/man, so what is there to learn about gender?” As the materials in this course will hopefully demonstrate, the answer is: “Quite a lot.” Sociological theory and data on gender will hopefully get you thinking about being female or male in new ways. But for this to happen, you must be willing to consider new ideas.

2. Changing is not the same thing as changed. There are students who for a variety of reasons are uncomfortable with the notion that gender inequalities persist. Such students often like to think that we now live in a society in which men and women are treated as equal in all ways. While it is true that many advances have been made, up-to-the-minute data shows that women remain less economically affluent or independent, as well as less physically safe. We also are exploring how men, despite their often superior status, can suffer in different ways. This leads to a related point:

3. Look beyond the surface. Some gender differences may not seem to reflect inequality per se. For example, the fact that most engineers are still men might strike some students as inconsequential. However, rather than simply say, “Oh well, whatever makes people happy,” in the sociology of gender we strive to look deeper than that, and see if there are socially constructed factors that tend to steer women into certain careers, and men into others. Sometimes students will say: “I can see that women are not paid as much as men or that they are not as safe, but everything else about gender is perfectly fine as it is.” This, too, is a very un-sociological observation, as sociologists look for the interconnectedness of various trends and practices on all possible levels.

4. Discussing inequalities does not mean endorsing them. Students occasionally do not understand that in saying (for example) that these are the reasons that rapists give as to why they attack women, we are not saying that these reasons should be tolerated. In other instances, a student might say: “But isn’t the main point that we are all human?” The ultimate answer is yes, that is the point. However, we live in a society that places considerable emphasis on treating men and women as “opposites.” But again, if we were to say, “Women are thought of this way, and men are thought of this other way,” we are not saying this is necessarily how it should be, but how it often is.

5. Sociology is not biology. Sociology is the study of the social. In studying gender, we look to see how being female and male are socially constructed and enacted. Thus, our emphasis is not on “hormones,” or “brain waves.” Also, there are students who assume that how they were socialized by gender is somehow “natural,” or “universal.” In the sociology of gender, we demonstrate how beliefs about gender differ across time and space, and how they are in fact socially created.

Thus, please avoid the following phrases (or variations thereof), as they diminish critical thinking:

“ But that’s not how my life is.”
“ But that’s not how my family and/or religion teaches about gender.”
“ I still think that society is this other way, despite all the data that says otherwise.”
“ Maybe that’s just how he/she likes to live.”
“ I treat everyone the same, so I don’t see what the big deal is.”
“ That used to be true, but it isn’t true anymore.”
“ Because gender should not be an issue here, it therefore is not.”

Required Readings: A series of online readings from scholarly journals, listed toward the end of the syllabus. Students will be responsible for acquiring copies themselves through online data bases available through Buley Library.

Required Online: There is also an online study guide available at: http://home.southernct.edu/~blochj1/gen.html

This study guide provides an overview of the various course topics. Both the readings and the study guide should be read before class. The study guide will be used for exams, while the readings will be used for writing assignments.

Generally, students should expect two hours per week of homework for each in-class credit hour. Therefore, you should spend an average of six hours per week keeping up on readings and doing other projects for this course.

1. How to contact me: USE E-MAIL!!!! I am more happy than set up an appointment to answer your questions, but I like to avoid “phone tag.” However, if you e-mail me, I will answer your question in a timely manner. If you have not yet set up an e-mail account, you can do so online by going to "MY SCSU" on the SCSU Home Page: http://home.southernct.edu. Normally, your log-on will be your last name, first initial, and numeral 1, with NO SPACES (e.g., Blochj1). Your password is your six-digit date of birth. If this does not work, there are further instructions on the Web Site, or you can consult the help desk at 392-5123. (Note: If you want to meet with me during my regular office hours, you do not need to set up an appointment.) I often send e-mails to the entire class using My SCSU, so it is important that you set up your SCSU e-mail, and check it on a regular basis.

Do not ask if you can use a different e-mail address. Through “MY SCSU,” I can e-mail the entire class at once. Important messages might be sent out to the class, and you will be expected to regularly check your SCSU e-mail to know this information. Also, increasingly, outside e-mail addresses are posted as spam by the SCSU server. Thus, if you use a different address, your message might be listed as spam, and I will not see it. Furthermore, you can transfer your SCSU messages to another e-mail address, if that is more convenient.

NOTE: My e-mail address is available for matters pertaining only to academia, and is not to be used for any other purpose.
2. Grading: Your grade will be determined as follows:
Two exams (100 pts each): 200  
Two writing assignments and one rewrite (100 points each): 300  
Participation: 50  
Group Presentation: 150  
TOTAL 700  

During the semester, you will receive a raw scores, not letter grades. Thus, an “89” is recorded as an “89,” instead of as a “B+.” The three raw scores then are added together for a final grade. This should maximize the likelihood of your doing well in the course. Final grading will use the following scale:

A+ =686-700 B+ = 609-629 C+ = 539-559 D+ = 469-489
A = 651-685 B = 581-608 C = 511-538 D = 441-468
A- = 630-650 B- =560-580 C- = 490-510 D- = 420-440

F = 419 or less
3. Cut-off points are strictly enforced. For example, if your final average is 629.89, your final grade is B+.
4. Your grade is based on the criteria defined herein. Exams and so on provide the basis for your grade. Please do not waste your time and mine by stating that you should have received a higher score because you “worked hard.” It is taken for granted that students should work hard; as noted above, it is normal to expect an average of six hours of homework per week. Obviously, all students would rather get a high score than a low one. Saying you should have received a higher grade despite your score is like saying you should have won the gold medal in figure skating even though you missed all your jumps, because you practiced more hours than the person who won. Moreover, effort is taken into account through grading policies regarding participation and attendance.
5. Participation: If you regularly participate in every class, you can receive upwards of 50 points for participation. If you participate less than that, you can expect fewer points for participation; if you rarely or never participate, your score might be as low as zero. For example, if you have earned 559 points for your exams, papers and presentation, and get 50 points for participation, your final score will be 609, which is an B+. However, if you earn zero points for participation, your score is still 559, which is a C+. Asking questions simply for the sake of asking questions, or asking simple procedural questions such as when an assignment is due, does not count for participation. Instead, you must make interesting contributions to class discussions and exercises that integrate course materials. In other words, you must learn to speak the language of the course. You will be expected to be familiar with reading and lecture materials in advance of class; I might call on you to explain the next terminology, and you will be expected to provide an answer. You also will be expected to participate in class exercises. If it is apparent that most students are not keeping up with the readings, I reserve the right to start giving in-class quizzes on the reading assignments.
6. Attendance: Attendance will be taken toward the end of every class period. Since this class meets once a week, you will be permitted two absences; beginning with your third absence, you lose five points off your final score per absence. For example, if you miss two classes and your total score is 560 (B-), your final score is 560 (B-). However, if you miss three classes and your total score is 560, your final score goes down to 555 (C+). With four absences, your score goes down to 550, and so forth. Remember, it is only with your third absence that you start to lose points. Thus, if you miss one or two classes, you do not need to alert me as to why you missed class. You will not be able to sign off as present before the attendance sheet is passed around. If you fail to sign the attendance sheet, you will be marked absent, period. I am not able to look up previous attendance sheets to see if you signed.
7. Exams: Exams will be objective (Multiple choice, T/F, matching). The exams will be held in class.
8. Late Exam Policy: If you miss the in-class exam, you lose five points for each subsequent class session that goes by without taking it. No exceptions will be made.

9. Writing Assignments: There will be two five-page writing assignments. Each assignment will be evaluated; you then will revise and resubmit your first paper. The re-write does not “erase” your earlier score. Each paper assignment will require a synthesis of a certain number of course readings as applied to a particular topic. It is very important that you always provide the correct number of readings—otherwise, you will lose major points for not following instructions. Two radically different answers can receive full credit, provided that in each instance the student bases his/her answer on course materials.

Pay strict attention to the comments I make on your papers; I will refer to them when grading future papers, to make sure you do not keep making the same mistakes. Thus, if you continue to make the same mistakes, you will lose more points on the rewrite—and even more on the next assignment.

Detailed instructions for your writing assignments is available at the following link:

http://home.southernct.edu/~blochj1/lcourse.html

The assignments themselves will be posted at the following link:

http://home.southernct.edu/~blochj1/assignments.html
10. Revisions on Papers: All students are required to revise their first paper. Regardless of your original score, revising your paper will involve much more than superficial improvements; you might be asked to reconsider your entire argument, in addition to clarifying your usage of key terms. In these ways, the revision process will increase your capacity for critical thinking—the ability to approach a situation from more than one perspective.
11. Late Assignment Policy: For each business day your writing assignments are late, you will lose five points. No exceptions will be made.

12. Final Project: During the final exam period, there will be a series of group presentations. Groups will be assigned by about the second week of class. Some class time will be set aside during the semester for groups to meet. Each group will have 15 minutes (unless informed otherwise) to make its presentation, plus a few minutes for questions. This process will include each group being asked spontaneous questions from another group, on the basis of the presentation given.

Each group will pick a topic pertaining to gender for sociological analysis. Each group should have a different topic; the sooner a group decides on a topic, the sooner it can “reserve” it. You will then use at least three course readings and at least three key ideas from lecture to analyze this topic. It must be apparent that you are basing your analysis on these course materials.

Presentations must utilize PowerPoint. This will help ensure a professional presentation, as well as help groups to concisely organize their main points. No homemade posters, etc. will be permitted. A working knowledge of programs such as PowerPoint will prove extremely useful upon graduation.

13. Grading Presentations: Generally speaking, all members of a group receive the same grade. However, when it is apparent that a given group member has either contributed much more or contributed much less, a student’s grade will go up or down accordingly.
14. Voting Out Group Members: Through unanimous vote, a group can recommend to me that a member be removed from their group. I will then consider the matter, and make a decision. Grounds for removing a group member should not be based on mere difference of opinion, but on the failure a group member to attend group meetings, and/or do a fair share of the work.
15. Missed Presentation: All students are expected to stay for all presentations. Students who arrive late or leave early will get 20 points deducted from their grade (the other members of their group will not be effected). Students who do not show up for the presentations or who have been removed from their groups have a choice of receiving a score of “zero” for their presentation grade, or writing a 10-page, double-spaced paper on the topic of the missed presentation, with one-inch margins and 10-12 point type. The paper will be due by 5:00 PM on the last day of class.

16. General Responsibilities:

° If you miss class, you will need to get lecture notes from another student.

° Films will not be shown on an individual basis.

° If you lose your syllabus, you must acquire another copy from another student or from my web page.

° The only opportunities for extra credit, if any, will be ones assigned to the entire class. There will be no special extra credit assignments for individual students.

° You are expected to make back-up copies of your papers and presentations. You should also e-mail them to yourself, to have as many copies as possible. Students who save their work on only one disk and who then cannot open the disk will not be given extra time to make up the work.

° You are expected to complete all the assignments for the course, and by the last day of the course. Students who do not do so will receive a final grade of F. Per SCSU policy, grades of “Incomplete” (I) are given rarely, and only in extreme situations that were truly unavoidable.

17. Students with Disabilities: As a student with a disability, before you may receive accommodations in this class, you will need to make an appointment with the Disability Resource Center located in EN B 222 to arrange for approved accommodations. However, if you would like to speak with me about other information, such as emergency medical information, or arrangements in case the building must be evacuated, please make an appointment as soon as possible.
18. Academic Misconduct: Students are expected to conduct themselves within the guidelines specified in the Student Handbook. Any student who violates the expected code of conduct is subject to serious reprimand, up to and including academic dismissal from the university.
19. Plagiarism: All students must produce original work. Outside sources are to be used only as specified in the instructions, and are to be properly referenced and/or quoted. Lifting copy from web sites or other sources and trying to pass it off as your original words constitutes plagiarism. Such cases can lead to academic dismissal from the university.

20. Grading Criteria: When grading assignments, I pay attention to three general areas: 1) your ability to apply sociology to your topic, 2) your writing skill, and 3) your ability to follow instructions. More information on how I grade can be found at: http://home.southernct.edu/~blochj1/lcourse.html. In assigning a grade to your papers (as well as presentations), I use the following scale:

100-98: Professional Caliber. This is work you proudly could show to a prospective employer, or to a graduate school admissions committee. You fully followed the instructions. There were no spelling or grammatical errors. Your thesis is clear. There is a clear beginning, middle and end. Paragraphs begin with a topic sentence that the subsequent sentences adhere to. You fully explain yourself. Course materials have been correctly defined and applied to the topic, and demonstrate thought and effort. It is clear that you learned by writing this answer—that a proverbial “light bulb” went off on top of your head.

97-90: Excellent. You could still show this work to a prospective employer or graduate school, but there were a few minor errors. Perhaps there was a typo or two, or a few misuses of grammar. Or maybe one of your assertions was slightly confusing to read, or your usage of a course terminology somewhat stretched credibility. But you followed the instructions the assignment, and it is obvious that you made some compelling intellectual connections between ideas.

89-80: Good. Before showing this to a prospective employer or graduate school, you would want to make some improvements. You still followed the instructions, and you have some good ideas that basically make sense. But there might have been a fair number of spelling and/or grammatical errors, or maybe two or more of your assertions were unclear or incorrect. Perhaps you also failed to make clear synthesis of ideas—your paper may have lacked focus and specificity. Still, it is obvious that you tried your best and felt you were onto something.

79-70: Fair. Unless it is radically rewritten, your work has too many flaws to show to a prospective employer or graduate school. You followed the instructions for the assignment, but you seem to have chronic problems with grammar and/or spelling, and/or with the overall organization of your work. Perhaps your transitions between paragraphs is unclear, or maybe you wrote an entire answer as one long paragraph. Maybe, too, your ideas are hard to follow, or your use of course ideas were blatantly incorrect. The reader senses you tried, but the presentation of your ideas is hard to understand, and/or unconvincing.

69-60: Poor. You definitely should not show this work to a prospective employer or graduate school. You obviously tried, and you followed the basic instructions. But your work is not at a university level. Your spelling, grammar, organization, usage of key terms, and/or the clarity and validity of your arguments are highly problematic. You definitely should see me outside of class to discuss your work. You also should visit the SCSU Writing Center.

59 or less: Failure. You should keep your paper locked in a safe deposit box so that no one can blackmail you with it in the future. You probably had excessive difficulties with grammar, spelling, the organization of your work, the correct use of key terms, and/or the clarity and validity of your arguments. Perhaps you also wrote answers that were much too short, and did not demonstrate a working knowledge of course concepts.

TENTATIVE TOPICS, READING ASSIGNMENTS, AND DUE DATES
PART ONE: Gender and Process

Topic 1: Introduction
Read before class: Readings 1a and 1b and
http://home.southernct.edu/~blochj1/gen1.html

Topic 2: Gender and Socialization
Read before class: Readings 2a and 2b and
http://home.southernct.edu/~blochj1/gen2.html

Topic 3: Gender and Education
Read before class: Readings 3a and 3b and
http://home.southernct.edu/~blochj1/gen3.html

Topic 4: Gender as Perception
Read before class: Readings 4a and 4b and
http://home.southernct.edu/~blochj1/gen4.html

Topic 5: Gender, Body and Mind
Read before class: Readings 5a and 5b and
http://home.southernct.edu/~blochj1/gen5.html

Topic 6: Gender and Interactions
Read before class: Readings 6a and 6b and
http://home.southernct.edu/~blochj1/gen6.html

Topic 7: Gender and Employment
Read before class: Readings 7a and 7b and
http://home.southernct.edu/~blochj1/gen7.html

EXAM #1 on Topics 1 through 7
PAPER #1 due
PART TWO: Gender and Relationships

Topic 8: Gender and Friendship
Read before class: Readings 8a and 8b and
http://home.southernct.edu/~blochj1/gen8.html

REWRITE OF PAPER due

Topic 9: Opposite Sex Attraction
Read before class: Readings 9a and 9b and
http://home.southernct.edu/~blochj1/gen9.html

Topic 10: Same Sex Attraction
Read before class: Readings 10a and 10b and
http://home.southernct.edu/~blochj1/gen10.html

Topic 11: Gender and Coupling
Read before class: Readings 11a and 11b and
http://home.southernct.edu/~blochj1/gen11.html

Topic 12: Gender and Parenting
Read before class: Readings 12a and 12b and
http://home.southernct.edu/~blochj1/gen12.html

Topic 13: Gender and Rape
Read before class: Readings 13a and 13b and
http://home.southernct.edu/~blochj1/gen13.html

Topic 14: Gender and Domestic Violence
Read before class: Readings 14a and 14b and
http://home.southernct.edu/~blochj1/gen14.html

EXAM #2 on Topics 8 through 14, PAPER #2 due
W 5/18, 5:15-7:15 PM: Group presentations
LIST OF COURSE READINGS:

1a. Spellman, Susan V. 2004. “All the Comforts of Home: The Domestication of the Service Station Industry 1920-1940.” The Journal of Popular Culture, 37: 463-477.

1b. Gates, Phillipa. 2001. “The Man’s Film: Woo and the Pleasures of Male Melodrama.” Journal of Popular Culture, 35: 59-79.

2a. Tholander, Michael. 2002. “Cross-Gender Teasing as a Socializing Practice.” Discourse Processes, 34: 311-338.

2b. Renold, Emma. 2004. “’Other’ Boys: Negotiating Non-Hegemonic Masculinities in the Primary School.” Gender and Education, 16: 248-266.

3a. Smulyan, Lisa. 2004. “Redefining Self and Success: Becoming Teachers and Doctors.” Gender and Education, 16: 225-245.

3b. Reay, Diane. 2002. “Shaun’s Story: Troubling Discourses of White Working-Class Masculinities.” Gender and Education, 248: 221-234.

4a. Sniezek, Tamara.  2005.  “Is It Our Day or the Bride’s Day? The Division of Wedding Labor and Its Meaning for Couples.” Qualitative Sociology, 28: 215-234, 20.

4b. Escoffier, Jeffrey. 2003. “Gay-for-Pay: Straight Men and the Making of Gay Pornography.” Qualitative Sociology, 26: 531-555.

5a. Hall, Karen J. 2004. “A Soldier’s Body: GI Joe, Hasbro’s Great American Hero, and the Symptoms of Empire.” Journal of Popular Culture, 38: 34-54.

5b. Roberts, Chadwick. 2003. “The Politics of Farrah’s Body: The Female Icon as Cultural Embodiment.” Journal of Popular Culture, 37: 83-104.

6a. Codd, Helen. 2002. “‘The Ties that Bind’: Feminist Perspectives on Self-Help Groups for Prisoner’s Partners.” The Howard Journal, 41: 334-347.

6b. Korobov, Neill and Michael Bamberg. 2004. “Positioning a ‘Mature’ Self in Interactive Practices: How Adolescent Males Negotiate ‘Physical Attraction’ in Group Talk.” British Journal of Developmental Psychology, 22: 471-492.

7a. Broughton, Chad. 2001. “Reforming Poor Women: The Cultural Politics and Practices of Welfare Reform.” Qualitative Sociology, 26: 35-51.

7b. Cross, Simon and Barbara Bagilhole. 2002. ”‘Girls’ Jobs for the Boys? Men, Masculinity and Non-Traditional Occupations.” Gender, Work and Organizations, 9: 204-225.

8a. George, Rosalyn and Naima Brown. 2000. “ ‘Are You In or Are You Out? An Exploration of Girl Friendship Groups in the Primary Phase of Schooling.” International Journal of Inclusive Education, 4: 289-300.

8b. May, Ruben A. Buford. 2000. “Race Talk and Local Collective Memory among African American Men in a Neighborhood Tavern.” Qualitative Sociology, 23: 201-214.

9a. Blumberg, Eric S. 2003. “The Lives and Voices of Highly Sexual Women.” The Journal of Sex Research, 40: 146-157.

9b. Vannini, Phillip. 2004. “Will You Marry Me? Spectacle and Consumption in the Ritual of Marriage Proposals.” The Journal of Popular Culture, 38: 169-185.

10a. Clarkson, Jay.  2006.  “Everyday Joe” versus “Pissy, Bitchy, Queens”: Gay Masculinity on StraightActing.com.  Journal of Men's Studies, 14: 191-207.

10b. Morrison, Todd G. and Dani Tallack.   2005.  “Lesbian and Bisexual Women's Interpretations of Lesbian and Ersatz Lesbian Pornography.” Sexuality & Culture, 9: 3-30.

11a. Singleton, Andrew and JaneMaree Maher. 1989. “The ‘New Man’ is in the House: Young Men, Social Change, and Housework.” The Journal of Men’s Studies, 12: 227-240.

11b. Walzer, Susan and Thomas P. Oles. 2003. “Accounting for Divorce: Gender and Uncoupling Narratives.” Qualitative Sociology, 26: 331-349.

12a. Paquette, Daniel. 2004. “Theorizing the Father-Child Relationship: Mechanisms and Developmental Outcomes.” Human Development, 47: 193-219.

12b. Speziale, Bette and Veena Gopalakrishna. “Social Support and Functioning of Nuclear Families Headed by Lesbian Couples.” Affilia,19: 174-184.

13a. Moorti, Sujarta. 1998. “Cathartic Confessions or Emancipatory Texts: Rape Narratives on The Oprah Winfrey Show.” Social Text 57, 16: 84-102.

13b. Doherty, Kathy and Irinia Anderson. 2004. “Making Sense of Male Rape: Constructions of Gender, Sexuality and Experience of Rape Victims.” Journal of Community and Applied Social Psychology, 14: 85-103.

14a. Michalski, Joseph H. 2004. “Making Sociological Sense Out of Trends in Intimate Partner Violence: The Social Structure of Violence Against Women.” Violence Against Women, 10: 652-675.

14b. Toro-Alfonso, Jose and Sheilla Rodriguez-Madera. 2001. “Domestic Violence in Puerto Rican Gay Male Couples: Perceived Prevalence, Intergenerational Violence, Addictive Behaviors, and Conflict Resolution Skills.” Journal of Interpersonal Violence, 19: 639-654.

Additional readings: Students might find it helpful or interesting to pursue books from the following list of recent books available in Buley Library:

Babcock, Linda and Sara Laschever. 2003. Women Don't Ask: Negotiation and the Gender Divide. Princeton, NJ: Princeton University Press.

Delamont, Sara. 2001. Changing Women, Unchanged Men?: Sociological Perspectives on Gender in a Post-Industrial Society. Philadelphia, PA: Open University.

Epstein, Debbie and Richard Johnson. 1998. Schooling Sexualities. Briston, PA: Open University Press.

Hennessy, Rosemary and Chrys Ingraham. Materialist Feminism: a Reader in Class, Difference, and Women's Lives. New York: Routledge.

Messner, Michael A. 1997. Politics of Masculinities: Men in Movements. Thousand Oaks, CA: Sage Publications.

Rege, Sharmila (editor). 2003. Sociology of Gender: The Challenge of Feminist Sociological Knowledge. Thousand Oaks, CA: Sage Publications.

Warren, Carol A. B. and Jennifer Kay Hackney. 2000. Gender Issues in Ethnography. Thousand Oaks, CA: Sage Publications.

Webster, Juliet. 1996. Shaping Women's Work: Gender, Employment, and Information Technology. New York: Longman.

Weiler, Kathleen (editor). 2001. Feminist Engagements: Reading, Resisting, and Revisioning Male Theorists in Education and Cultural Studies. New York: Routledge.

Wharton, Amy S. 2005. The Sociology of Gender: an Introduction to Theory and Research. Malden, MA : Blackwell.

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