ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Nursing (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code: | UNI370 | ||||
| Course Name: | Gender Studies | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Doç. Dr. ZEYNEP BANU DALAMAN | ||||
| Course Lecturer(s): | Zeynep Banu Dalaman | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The course objectives focus on enhancing students' knowledge of theoretical foundations and key concepts in gender studies, examining gender roles and discrimination in various contexts, analyzing the interaction between gender and other social factors, and developing critical thinking skills to analyze gender-related issues and their societal impacts. Through this course, students will gain valuable insights into the complexities of gender dynamics in modern society and develop the ability to critically approach gender-related issues across various disciplines |
| Course Content: | Gender Studies course offers a comprehensive exploration of gender-related topics, aiming to provide students with a deep understanding of gender studies and its contemporary relevance. The course content covers a wide range of subjects, including gender concepts, roles, stereotypes, discrimination, feminism, violence, and the intersection of gender with various social domains such as media, education, family, work, and politics. |
Learning Outcomes
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The students who have succeeded in this course;
1) Students will be able to define and explain the fundamental concepts and theories in gender studies. 2) They will be able to identify and analyze gender roles and stereotypes in various social contexts 3) They will be able to understand the historical development and different waves of feminism. 4) They will be able to recognize and critically analyze forms of gender-based violence and discrimination. 5) They will be able to evaluate gender representation in media and educational materials. 6) They will be able to analyze gender dynamics in family structures and interpersonal relationships. 7) They will be able to assess gender inequalities in the labor market and workplace. 8) They will be able to comprehend the challenges and importance of gender equality in political participation. 9) They will be able to develop and express informed perspectives on current gender issues. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | What is Gender? Theoretical Framework | • Richardson, D. (2015). Conceptualising gender. Introducing gender and women's studies, 4. • Council of Europe. (2016). Gender Equality Glossary. https://edoc.coe.int/en/gender-equality/6947-gender-equality-glossary.html • Keane, Erin. (2014, July 22). 10 questions Taylor Swift could have asked herself before picking a fight with Nicki Minaj. Salon. |
| 3) | Gender Roles / Stereotypes | • UN OHCHR. Gender stereotyping OHCHR and women’s human rights and gender equality. https://www.ohchr.org/en/women/gender-stereotyping • What are Gender Roles and Stereotypes? https://www.youtube.com/watch?v=FuLbyz0Jp08 |
| 4) | Gender Discrimination: Key Concepts | • Paksoy, S., & Kiliç, S. B. (2016). Analysis of Gender Discrimination with Respect to The Socio-Economic Perspective. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(1), 59-76. • Cusacks, S. ve Pusey, L. (2013). CEDAW and the rights to non-discrimination and equality. Melbourne Journal of International Law, 14(1), 1-34. |
| 5) | Feminism and Waves | • Mohajan, H. (2022). Four Waves of Feminism: A Blessing for Global Humanity. • Dalaman, Z. B. (2023). New Women Identities Created by Feminist Alternative Media: Inspecting Türkiye. IntechOpen. |
| 6) | Gender-based Violence | • Council of Europe. (2019). Gender Matters: a manual on addressing gender-based violence affecting young people. https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/-/gender-matters-a-manual-on-addressing-gender-based-violence-affecting-young-people-2007-reprint-2013- • Russo, N. F., & Pirlott, A. (2006). Gender‐based violence: concepts, methods, and findings. Annals of the New York academy of sciences, 1087(1), 178-205. |
| 7) | Friendship and Dating | • Baumgarte, R. (2002). Cross-gender friendship: The troublesome relationship. Inappropriate relationships: The unconventional, the disapproved, |
| 8) | Midterm | |
| 9) | Gender and Media | • Wood, J. T. (1994). Gendered media: The influence of media on views of gender. Gendered lives: Communication, gender, and culture, 9, 231-244. • Sharda, A. (2014). Media and gender stereotyping: The need for media literacy. International Research Journal of Social Sciences, 3(8), 43-49. |
| 10) | Gender in Textbooks | • Dawar, T. & Anand, S. (2017). Gender bias in textbooks across the world. International Journal of Applied Home Science, 4, 224-235. |
| 11) | Gender and Family | • Flynn, S. I. (2011). Family gender roles. Sociology Reference Guide: Gender Roles and Equality, 64-76. |
| 12) | Labor from Gender Perspective | • UN. (2012). Promoting gender equality and women’s economic empowerment on the road to sustainable development: Good practice from the UNECE region: https://www.unece.org/fileadmin/DAM/publications/gender/PromotingGenderEqualityBro chure_EN_web.pdf • Frader, L. L. (2020). Gender and labor in world history. A companion to global gender history, 27-42. |
| 13) | Gender in Workplace | • Purcell, D., MacArthur, K. R., & Samblanet, S. (2010). Gender and the glass ceiling at work. Sociology Compass, 4(9), 705-717. • World Economic Forum. (2023). 5 charts showing workforce gender gaps. https://www.weforum.org/agenda/2023/04/workforce-gender-gap-crisis/#:~:text=An%20analysis%20of%20102%20countries,Image%3A%20World%20Economic%20Forum. |
| 14) | Gender and Political Participation | • Bari, F. (2005, November). Women’s political participation: Issues and Challenges. In United Nations Division for the Advancement of Women Expert Group Meeting: Enhancing Participation of Women in Development through an Enabling Environment for Achieving Gender Equality and the Advancement of Women. Bangkok (Vol. 393). • Dalaman, Z. B. (2024). Women's Political Participation in Türkiye: A Century of Progress and Ongoing Challenges. Journal of Sustainable Equity and Social Research, 1(Special Issue on Women). • UN Türkiye (2023). According to the UN Women - IPU "Women in Politics 2023" Map: Women's participation in politics is still far from equality.: https://turkiye.un.org/en/224322-according-un-women-ipu-women-politics-2023-map-womens- |
Sources
| Course Notes / Textbooks: | • Ayata, A. & Gölgeloğlu, Ö. (2011) Siyaset ve Katılım. Toplumsal Cinsiyet Sosyolojisi, Eskişehir: Anadolu Üniversitesi Yay, 64-82. • Büker, S. (200(). Toplumsal cinsiyet eşitliği. https://ceidizler.ceid.org.tr/dosya/Medyada-Toplumsal-Cinsiyet-Esitligi.pdf • Dalaman, Z. B. (2020). Kadın hareketinde feminist alternatif medyanın rolü: Türkiye ve Tunus örnekleri (Doctoral dissertation, İstanbul Üniversitesi Sosyal Bilimler Enstitüsü). • Dalaman, Z. B. (2021). Toplumsal Cinsiyet ve Siyasi Temsil, Toplumsal Cinsiyet ve Hukuk Cilt 2, Onikilevha, 329-361. • Dalaman, Z. B., & Demirtaş, M. (2022). Türkiye’de Dizi Sektöründe Dijital Aktivizm Bağlamında Değişen Çalışma Koşulları. Electronic Turkish Studies, 17(6). • Doğancı, H. K., & Tuncay, T. (2020). Tarihsel Süreçte Kadının Aile içindeki Konumunun Feminist Sosyal Hizmet Yaklaşımı Temelinde Değerlendirilmesi. Toplum ve Sosyal Hizmet, 31(3), 1324-1351. https://doi.org/10.33417/tsh.687922 • Ecevit, Y. (2021). Toplumsal Cinsiyet Eşitliğinin Temel Kavramları. 2021. https://avys.omu.edu.tr/storage/app/public/kokdener/142391/toplumsal-cinsiyet-esitliginin-temel-kavramlaripdf.pdf • Gümüşoğlu, F. (2008). Ders kitaplarında toplumsal cinsiyet. Toplum ve Demokrasi Dergisi, 2(4), 39-50. • Koçak, Y. Ç., & Can, H. Ö. (2019). Flört şiddeti: Tanımı, sınıflaması ve değerlendirmesi. Turkiye klinikleri obstetric-women's health and diseases nursing-special topics, 5(3), 43-53. • Pekel, E. (2019). Toplumsal Cinsiyet Rolleri ve Kadının Çalışma Hayatındaki Konumu. Balkan & Near Eastern Journal of Social Sciences (BNEJSS), 5(1). • Saraç, S. (2013). Toplumsal cinsiyet. Toplumsal cinsiyet ve yansımaları, 27-32. |
| References: | • Richardson, D. (2015). Conceptualising gender. Introducing gender and women's studies, 4. • Council of Europe. (2016). Gender Equality Glossary. https://edoc.coe.int/en/gender-equality/6947-gender-equality-glossary.html • Keane, Erin. (2014, July 22). 10 questions Taylor Swift could have asked herself before picking a fight with Nicki Minaj. Salon. • UN OHCHR. Gender stereotyping OHCHR and women’s human rights and gender equality. https://www.ohchr.org/en/women/gender-stereotyping • What are Gender Roles and Stereotypes? https://www.youtube.com/watch?v=FuLbyz0Jp08 • Paksoy, S., & Kiliç, S. B. (2016). Analysis of Gender Discrimination with Respect to The Socio-Economic Perspective. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(1), 59-76. • Cusacks, S. ve Pusey, L. (2013). CEDAW and the rights to non-discrimination and equality. Melbourne Journal of International Law, 14(1), 1-34. • Mohajan, H. (2022). Four Waves of Feminism: A Blessing for Global Humanity. • Dalaman, Z. B. (2023). New Women Identities Created by Feminist Alternative Media: Inspecting Türkiye. IntechOpen. • Council of Europe. (2019). Gender Matters: a manual on addressing gender-based violence affecting young people. https://www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/-/gender-matters-a-manual-on-addressing-gender-based-violence-affecting-young-people-2007-reprint-2013- • Russo, N. F., & Pirlott, A. (2006). Gender‐based violence: concepts, methods, and findings. Annals of the New York academy of sciences, 1087(1), 178-205. • Baumgarte, R. (2002). Cross-gender friendship: The troublesome relationship. Inappropriate relationships: The unconventional, the disapproved, and the forbidden, 103-124. • Wood, J. T. (1994). Gendered media: The influence of media on views of gender. Gendered lives: Communication, gender, and culture, 9, 231-244. • Sharda, A. (2014). Media and gender stereotyping: The need for media literacy. International Research Journal of Social Sciences, 3(8), 43-49. • Dawar, T. & Anand, S. (2017). Gender bias in textbooks across the world. International Journal of Applied Home Science, 4, 224-235. • Flynn, S. I. (2011). Family gender roles. Sociology Reference Guide: Gender Roles and Equality, 64-76. • UN. (2012). Promoting gender equality and women’s economic empowerment on the road to sustainable development: Good practice from the UNECE region: https://www.unece.org/fileadmin/DAM/publications/gender/PromotingGenderEqualityBro chure_EN_web.pdf • Frader, L. L. (2020). Gender and labor in world history. A companion to global gender history, 27-42. • Purcell, D., MacArthur, K. R., & Samblanet, S. (2010). Gender and the glass ceiling at work. Sociology Compass, 4(9), 705-717. • World Economic Forum. (2023). 5 charts showing workforce gender gaps. https://www.weforum.org/agenda/2023/04/workforce-gender-gap-crisis/#:~:text=An%20analysis%20of%20102%20countries,Image%3A%20World%20Economic%20Forum. • Bari, F. (2005, November). Women’s political participation: Issues and Challenges. In United Nations Division for the Advancement of Women Expert Group Meeting: Enhancing Participation of Women in Development through an Enabling Environment for Achieving Gender Equality and the Advancement of Women. Bangkok (Vol. 393). • UN Türkiye (2023). According to the UN Women - IPU "Women in Politics 2023" Map: Women's participation in politics is still far from equality.: https://turkiye.un.org/en/224322-according-un-women-ipu-women-politics-2023-map-womens-participation-politics-still-far#:~:text=According%20to%20the%20%22Women%20in,%25%20in%202021%20to%2022.7%25. |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
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| Program Outcomes | ||||||||||||||||||||
| 1) Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | ||||||||||||||||||||
| 2) Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | ||||||||||||||||||||
| 3) Uses advanced theoretical and factual knowledge acquired at the undergraduate level. | ||||||||||||||||||||
| 4) Interprets, evaluates, identifies, analyzes, shares information and makes teamwork with scientifically proven data by using the advanced knowledge and skills acquired in the field of health. | ||||||||||||||||||||
| 5) Uses computer programs, related technologies and educational tools in the field of health. | ||||||||||||||||||||
| 6) Carries out a study independently by using its advanced knowledge in the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | ||||||||||||||||||||
| 7) Takes responsibility individually and as a team member to solve unforeseen complex problems encountered in the practices related to the field of health. | ||||||||||||||||||||
| 8) Plans, manages, and monitors and evaluates the activities for the development of employees in a project. | ||||||||||||||||||||
| 9) Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | ||||||||||||||||||||
| 10) Determines learning needs and learning resources, directs learning function by using resources effectively. | ||||||||||||||||||||
| 11) Develops a positive attitude towards life-long learning and turns it into behavior. | ||||||||||||||||||||
| 12) Informs the related persons and institutions about the health field; conveys his / her thoughts and solution suggestions in writing and orally, and receives the opinions, requests and expectations of the relevant persons and institutions. | ||||||||||||||||||||
| 13) With the awareness of social responsibility, organizes and implements projects and activities in cooperation with other professional groups for the social environment in which he lives. | ||||||||||||||||||||
| 14) Follow the information in the field and communicate with colleagues by using a foreign language at least at B1 General Level of European Language Portfolio. | ||||||||||||||||||||
| 15) Express themselves effectively in verbal and written. | ||||||||||||||||||||
| 16) Uses information and communication technologies together with computer software required by the field at least at the Advanced Level of European Computer Driving License. | ||||||||||||||||||||
| 17) Monitors and evaluates the events / developments on the agenda of the society and the world in the field of health. | ||||||||||||||||||||
| 18) Acts and participates in accordance with Quality Management and Processes. | ||||||||||||||||||||
| 19) They cooperate with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results related to health field. | ||||||||||||||||||||
| 20) Have enough consciousness about individual and community health, environmental protection and occupational safety. | ||||||||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | |
| 2) | Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | |
| 3) | Uses advanced theoretical and factual knowledge acquired at the undergraduate level. | |
| 4) | Interprets, evaluates, identifies, analyzes, shares information and makes teamwork with scientifically proven data by using the advanced knowledge and skills acquired in the field of health. | |
| 5) | Uses computer programs, related technologies and educational tools in the field of health. | |
| 6) | Carries out a study independently by using its advanced knowledge in the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | |
| 7) | Takes responsibility individually and as a team member to solve unforeseen complex problems encountered in the practices related to the field of health. | |
| 8) | Plans, manages, and monitors and evaluates the activities for the development of employees in a project. | |
| 9) | Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | |
| 10) | Determines learning needs and learning resources, directs learning function by using resources effectively. | |
| 11) | Develops a positive attitude towards life-long learning and turns it into behavior. | |
| 12) | Informs the related persons and institutions about the health field; conveys his / her thoughts and solution suggestions in writing and orally, and receives the opinions, requests and expectations of the relevant persons and institutions. | |
| 13) | With the awareness of social responsibility, organizes and implements projects and activities in cooperation with other professional groups for the social environment in which he lives. | |
| 14) | Follow the information in the field and communicate with colleagues by using a foreign language at least at B1 General Level of European Language Portfolio. | |
| 15) | Express themselves effectively in verbal and written. | |
| 16) | Uses information and communication technologies together with computer software required by the field at least at the Advanced Level of European Computer Driving License. | |
| 17) | Monitors and evaluates the events / developments on the agenda of the society and the world in the field of health. | |
| 18) | Acts and participates in accordance with Quality Management and Processes. | |
| 19) | They cooperate with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results related to health field. | |
| 20) | Have enough consciousness about individual and community health, environmental protection and occupational safety. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Project | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 28 |
| Study Hours Out of Class | 2 | 18 |
| Midterms | 1 | 32 |
| Final | 1 | 47 |
| Total Workload | 125 | |